Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: 2
Program: Business
Submitted on 10/26/15
Contact: Jan Novak
FINAL 9/24/15
Table of Contents
Section 1: What Progress Have We Made?
Section 2: 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 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
YEAR TWO
1. What Progress Have We Made?
In last year’s Program Review, we established the following goals. Updates on goal achievement are
provided following each goal.
1. “House” or pathway focused on business/economics students. This effort evolved into the FYE
program.
UPDATE: The business discipline launched the FYE business pathway in Fall 2014 in an effort to
address college-wide issues including bottlenecks, success rates among African American and
Latino students, and the impact of creating cohorts, themed math and English content and early
counseling and matriculation efforts. Persistence into Spring 2015 for the business cohort was
strong (94%), but success rates were negatively affected by the ten percent that withdrew early
in the Fall. According to Institutional Research data, 64% of those participating in the project
successfully completed the first semester. Success rates per class showed 79% successfully
completing the GNST 5 course. Bus 12 and Engl 102 came in at around 63%, and Math 55
success rates were disappointing at around 43%. Again, these numbers include those that
withdrew from the program. However, it was clearly evident that those who shared common
courses quickly bonded, and attendance by the cohort group was outstanding. This qualitative
data indicates that feeling connected to a community is a significant factor in persistence. Some
of the biggest challenges were coordinating faculty across disciplines (including business themed
math and English assignments) and tracking the cohort into Spring semester. In addition, the
number of participants was relatively low compared to the total number of business majors at
the college; the FYE program needs a stronger recruiting effort. Continued faculty release time is
needed to build a solid program and to coordinate efforts, especially if the college decides to
expand the FYE to a full service “Business House.”
2. Ensure faculty, courses, and programs, are up to date with constantly changing business standards
and trends. The world of business is constantly changing, as are needs of employers. We need to
stay current.
UPDATE: Accounting is a major focus for the Business program, as we have both lower division
and upper division accounting courses, several accounting certificates and a degree. This field
changes quite rapidly, and it’s critical that our Accounting instructors remain current so they can
adapt the curriculum to current standards. In May 2015, Wanda Wong attended the TACTYC
(Teachers of Accounting at Two-Year Colleges) conference to learn of and bring back recent
changes in the accounting field. Our faculty regularly attend this conference and have made
very significant and frequent changes to the curriculum as a result. We also have a vibrant
Business Advisory Board and regularly review our courses and programs with them and update
the curriculum based on their input. Additionally, we have involved our part-time faculty in
curriculum development. The part-time faculty incorporate the depth of their knowledge and
skills from their current full-time business employment to new/updated Business classes at
Chabot. In this Fall’s curriculum cycle, we modified 14 courses and created 2 new courses, and
modified 11 programs and created 2 new programs to ensure that our curriculum stays current
and relevant.
1
3. Build practical business skills, increase educational opportunities, and develop community business
alliances through the DECA program.
UPDATE: Conference Fall 2015 - 65 high school and college students gathered for the 5th annual
DECA conference held at the Event Center on campus. The year’s topic was business ethics and
provided for a lively debate about a broad range of ethical concerns in the world of business. The
case was derived from challenges our business advisors felt would help broaden our students’
critical thinking skills to meet challenges commonly faced in the business world. Six high school
instructors, and 10 advisors from the business community attended. These advisors come from a
variety of businesses including real estate, marketing, banking, insurance, printing, and business
development. Nonprofits were also represented, including the Day Labor Center, Hayward Area
Historical Society, and the Chamber of Commerce.
The DECA Club members continued to participate in the Chamber Hispanic Business Owners
Association and the Non-Profit Association. They also volunteer with Habitat for Humanity, and
with the Hayward Promise Neighborhood. Each year this presents an excellent opportunity for
students to meet both for and nonprofit employers in the community.
Business Advisory Board members gave brown bag lunch discussions, offered mentoring,
guidance, and assistance to individual students to help them meet their career goals.
4. Increase the number of business certificates and degrees we award. While we consistently award
over 100 degrees and certificates each year, our growth in enrollment has not resulted in an
increase in the number of business credentials awarded.
UPDATE: Our efforts are producing exciting results! Last year, we awarded 89 AS-T degrees, an
increase of 15.6% vs. 2013-14. Over half of all AS-T degrees awarded by the college were
Business AS-T degrees. Last year, we also awarded 139 certificates, an increase of 17.7% vs. the
prior year and representing half of all certificates awarded by the college. Our total degree
awards of 116 was an increase of 8% vs. the prior year vs. flat for the rest of the college. We
plan to continue our efforts and add a new focus on closing our equity gap.
5. Carefully balance our mix of on-campus day, on-campus evening, online and hybrid online offerings.
While online classes provide maximum access to classes, the tradeoff is lower retention and
diminished offerings for students who prefer on-campus classes.
UPDATE: We continue this effort, and particularly focus on maintaining an evening program
despite lower enrollments. To offset those lower evening enrollments, most Business faculty
voluntarily raise class capacities to 55 (vs. 44 per contract) to maintain productivity. We have an
exciting new evening pilot program for next year.
2. What Changes Do We Suggest?

What initiatives or projects are or could be underway to support student learning outcomes,
equity, and/or the College Strategic Plan Goal?
In addition to continuing our successful initiatives, we plan two new major initiatives for 2016-17. The
first is a new compressed courses offering, focused on the six courses required for our AS-T Business
Transfer Certificate (BUS-7, 12, 1A, 10, 1B and CAS-50). We plan to offer four 8-week courses per
semester, with the bulk of them offered in a hybrid format in the evening. The specific schedule is:
2


Fall 2016: BUS-7 and 12, first 8 weeks of the semester, both evening hybrid format. BUS-1A and
10, last 8 weeks of the semester. 10 will be an evening hybrid, 1A will be fully online.
Spring 2017: BUS-1B and CAS-50, first 8 weeks of the semester. 1B will be offered fully online,
CAS-50 will be an evening hybrid. BUS-7 and 12, last 8 weeks of the semester, both evening
hybrid format.
We believe these courses can accomplish many goals. First, they will enable us to keep our evening
program vibrant for the many students that need evening classes. Second, there is evidence that these
compressed courses may lead to greater student success and retention as students are more immersed in
the subject and don’t just burn out over a long semester. Third, we believe these courses will improve
enrollment by both strengthening our evening schedule and attracting students that either get a late
start or prefer this compressed schedule. And, last, we believe it will be an interesting pilot program for
the college. We are requesting .45 FTEF in 201-17 to implement this program. (See Appendices E1 and
F3.)
Our second new initiative is an inquiry and pilot program to address our very significant equity gap. The
success rate of African-Americans in our courses averaged about 39% last year vs. 57% for the college.
The success rate of Latinos in our courses averaged about 57% last year vs. 66% for the college. AfricanAmericans were awarded 8% of our certificates and degrees, but comprise 14% of Business majors.
Latinos were awarded 23% of our certificates and degrees, but comprise 30% of our majors. The college
has a significant equity gap, but in Business it is far worse. We must uncover the reasons behind this
disheartening gap so we can take actions to reduce it. We have submitted an equity funding proposal
for a Spring 2016 faculty inquiry group, which would continue through Fall 2016. In Spring 2017, we plan
to pilot new initiatives to enable us to reduce this gap. See Appendix E1 for further information.
3
Appendix A: Budget History and Impact
2014-15
2014-15
2015-16
2015-16
Category
Budget
Budget
Budget
Budget
Requested
Received
Requested
Received
Classified Staffing (# of positions)
0
0
0
0
Supplies & Services
2,500
3,399
1,800
3,399
Technology/Equipment
112,240
0
112,240
0
Other
22,270
10,450
11,700
10,450
TOTAL
137,010
13,849
125,740
13,849
NO FUNDING WAS RECEIVED FROM THE COLLEGE GENERAL FUND. ALL FUNDING WAS FROM
PERKINS.
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.
See Funding Report below.
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?
See Funding Report below.
Report on Funding
Business FYE Program/”House”:
1) How much was spent? $6,159
2) How has your investment of the budget monies that you did receive improve student learning?
When you requested the funding, you provide a rationale. In this Section assess if the anticipated
impact you projected have, in fact, been realized.
The development of pathways centered on student academic interest areas is one of the initiatives
that arose out of PRBC to support students by providing more packaged academic and student
services that directly relate to their goal. Although the Business FYE was launched, other
components of the plan are in very early stages. A faculty member was given 3 CAH reassigned time
in Spring 2015 to act as the house lead.
3) What has been the impact of not receiving some of your requested funding? How has the student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
N/A
Business Education Seminars:
1) How much was spent? $653.83
4
2) How has your investment of the budget monies that you did receive improve student learning?
When you requested the funding, you provide a rationale. In this Section assess if the anticipated
impact you projected have, in fact, been realized.
Business Education Seminars explain academic pathways to Business students. This seminar is
offered on two consecutive days during the Fall term. It helps students to identify an educational
goal and provides information on a variety of career paths. We emphasize Math as the key to
degree completion, and explain the Math pathway. We provide brochures for all Business
programs and transfer sheets for our four major transfer schools. The objective is to increase the
number of students working towards and achieving certificates and degree offered by the Business
department.
3) What has been the impact of not receiving some of your requested funding? How has the student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
N/A
Business Student Awards:
1) How much was spent? $1,451.98
2) How has your investment of the budget monies that you did receive improve student learning?
When you requested the funding, you provide a rationale. In this Section assess if the anticipated
impact you projected have, in fact, been realized.
The stated objective was to “increase the number of certificates by the Business Department”. The
expected outcome was to “increase community awareness of various educational paths in
Business Education, including certificates, two-year degrees, and transfer degrees.” Outstanding
achievement awards were given for each area of emphasis (i.e. Accounting, Marketing, Small
Business Management, Retail Management, Health Care Management, and Human Resource
Management), public service, DECA, and some individual core courses. Students and their guest
attended. Since all business majors and key courses were represented, including criteria for
exceptional performance, students were able to understand their major and extra-curricular
options, clarify their goals, and understand performance standards. Members of the community
were also exposed to our course and extracurricular offerings, promoting a stronger connection
between the course we teach, student outcomes, and benefits to the community.
3) What has been the impact of not receiving some of your requested funding? How has the student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
N/A
Accounting Conference
1) How much was spent? $2,937.31
2) How has your investment of the budget monies that you did receive improve student learning?
When you requested the funding, you provide a rationale. In this Section assess if the anticipated
impact you projected have, in fact, been realized.
5
Accounting courses have been reviewed and updated by the accounting faculty. Course content
has been revised and requires students to apply critical thinking, communication and analytical
skills. International Financial Report Standards (IFRS) are being incorporated into the BUS 1A
course. The student study group model continues to be tested which allows students to drop in to
work in groups.
As a result of the accounting conference the accounting faculty have proposed new courses in
Auditing (BUS 5), Advanced Topics in Accounting (BUS 13), Corporate Taxation (BUS 25), and
Accounting Ethics (BUS 33). BUS 3 was revised to apply to individual taxation.
3) What has been the impact of not receiving some of your requested funding? How has the student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
N/A
DECA Leadership and National Conference
1) How much was spent? $2,158.39
2) How has your investment of the budget monies that you did receive improve student learning?
When you requested the funding, you provide a rationale. In this Section assess if the anticipated
impact you projected have, in fact, been realized.
DECA Conference - 65 high school and college students gathered for the 5th annual DECA
conference held at the Event Center on campus. The year’s topic was business ethics and provided
for a lively debate about a broad range of ethical concerns in the world of business. The case was
derived from challenges our business advisors felt would help broaden our students’ critical
thinking skills to meet challenges commonly faced in the business world. Six high school instructors
and 10 advisors from the business community attended. These advisors come from a variety of
businesses including real estate, marketing, banking, insurance, printing, and business
development. Nonprofits were also represented, including the Day Labor Center, Hayward Area
Historical Society, and the Chamber of Commerce.
The DECA Club members continued to participate in the Chamber Hispanic Business Owners
Association and the Non-Profit Association. They also volunteer with Habitat for Humanity, and
with the Hayward Promise Neighborhood. Each year this presents an excellent opportunity for
students to meet both for and nonprofit employers in the community. Business Advisory Board
members gave brown bag lunch discussions, offered mentoring, guidance, and assistance to
individual students to help them meet their career goals.
3) What has been the impact of not receiving some of your requested funding? How has the student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
N/A
Equipment Request for Accounting Laboratory: Laptops, Elmos, and Carts
1) How much was spent? 0
2) How has your investment of the budget monies that you did receive improve student learning?
6
When you requested the funding, you provide a rationale. In this Section assess if the anticipated
impact you projected have, in fact, been realized.
N/A
3) What has been the impact of not receiving some of your requested funding? How has the student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
The Business discipline made a mid-year special request for one-time funds that was not included
in the original program review for 2015-2106. The funds were for the purpose of providing
equipment for the accounting laboratory portion of the accounting classes.
As a result of not receiving funding we are not able to purchase equipment necessary to have
students perform in-class laboratory exercises in accounting. The BUS 1A course has been revised
to include a one hour per week laboratory with the goal to improve student retention and success.
This key course is critical to students succeeding as Business majors. Our at-risk populations
particularly benefit by having an in-class laboratory, which can only be accomplished with the
requested equipment as part of the weekly class work. We are also not able to implement the
flipped classroom teaching method without the requested equipment.
7
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:

No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once
at least once every three years.
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.
BUS-1A
BUS-1B
BUS-2
BUS-3
BUS-4
BUS-5
BUS-7
BUS-8
BUS-10
BUS-11
BUS-12
BUS-13
BUS-14
BUS-16
BUS-20
BUS-21
BUS-22
BUS-25
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.
X
X
X
X
(1)
X
X
X
X
X
(2)
X
X
(1)
X
X
(3)
8
2-Years Prior
BUS-26
BUS-32
BUS-34
BUS-36
BUS-40
BUS-42
BUS-43
BUS-44
BUS-45
BUS-50A
BUS-50B
BUS-50C
BUS-50D
BUS-50F
BUS-50G
BUS-50J
BUS-50K
BUS-50L
BUS-50M
BUS-50N
BUS-50P
BUS-70
BUS-71
BUS-72
BUS-87
BUS-88
BUS-89
BUS-92
BUS-93
BUS-94
BUS-95
BUS-96
1)
2)
3)
4)
X
X
X
X
X
(4)
(4)
(4)
(4)
X
(4)
X
X
X
(4)
X
X
X
(4)
X
X
X
X
X
(4)
(4)
(4)
X
X
(4)
X
X
X
Offered for 1st time in Spring 15; CTL to be completed this semester
Offered 1st time in Fall 15; CTL to be completed next semester
New course; has not yet been offered
Course has not been offered for many years due to lack of FTEF
9
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Business 71 Health Care Law
Spring 2014
1
1
100%
Spring 2015
Charlotte Lofft
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:DEMONSTRATE AN UNDERSTANDING OF HISTORICAL
PERSPECTIVES OF HEALTH CARE LAW, INCLUDING HOSPITALS OF
THE CHRISTIAN ERA, HOSPITALS THROUGHOUT EUROPE, AND
HOSPITALS IN THE U.S.
Defined Target
Scores*
(CLO Goal)
70% will receive
2 or above.
Actual Scores**
(eLumen data)
85.4%
70% will receive 87.2%
(CLO) 2: DEMONSTRATE AN UNDERSTANDING OF SOURCES OF
LAW (COMMON LAW, STATUTORY LAW, ADMINISTRATIVE LAW, 2 or above.
CONFLICT OF LAWS, SEPARATION OF POWERS, AND
DEPARTMENT OF HEALTH AND HUMAN SERVICES.
(CLO) 3: DEMONSTRATE AN UNDERSTANDING OF
INFORMATION MANAGEMENT AND HEALTH CARE RECORDS
ISSUES, INCLUDING OWNERSHIP AND RELEASE OF THE MEDICAL
RECORD, COMPUTERIZED RECORDS, FALSIFICATION OF RECORDS,
10
70% will receive
a 2 or above.
81.2%
INACCURATE RECORD ENTRIES, CHARTING BY EXCEPTION, LEGAL
PROCEEDINGS, AND THE MEDICAL RECORD, AND ISSUES
SURROUNDING THE AFFORDABLE CARE ACT.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
More than 80% (85.4%) achieved above the target goal of 70%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
It is useful to have the historical perspective of health care to help understand how far
we have come in the delivery of health care and how our legal system has had to evolve
to meet the challenges of advanced care.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
87.2% achieved above the target goal of 70%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
It is essential to have an understanding of all the different types of laws in order to
function well in the health care industry today. Practitioners are more vulnerable than
ever to personal liability and a thorough understanding of the legal system and how it
impacts their practice should help prevent future litigation.
11
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
81.2% scored above the target of 70%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Use of ancillary materials with respect to the Affordable Care Act has helped
considerably since this is a new area of Health Care Law. Discussions with Nursing
faculty related to current issues in Health Care Law has been helpful.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Review of the literature, especially in the area of the Affordable Care Act and its various
legal challenges.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
I am committed to further student success and retention. For that purpose, I am
constantly working to review the literature and seek new teaching modalities.
3. What is the nature of the planned actions (please check all that apply)?
 X Curricular
 X Pedagogical
 X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
12
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.
All PLO’s were assessed in last year’s Program Review. We are adding PLO’s for two new
programs to this year’s Program Review.
Programs:
CPA Exam Preparation – Financial Accounting & Auditing
CPA Exam Preparation – Business Environment & Regulation

PLO #1:
Understand and apply the generally accepted accounting principles to
prepare financial statements.

PLO #2:
solving.
Apply critical thinking and analytical skills in decision making and problem
What questions or investigations arose as a result of these reflections or discussions?
How to better prepare the CPA candidates for the exams? What preparatory materials to order
for the library. Which classes should be included/excluded? What ways should we advertise the
program to potential students? What about local CPA firms?
What program-level strengths have the assessment reflections revealed?
The Business department is proud to add these two new certificates. The only other community
college that offers similar programs is the College of San Mateo. We are the only community
college in the East Bay. The programs will allow CPA candidates to meet the educational
requirements for a fraction of the costs in comparison to similar programs offered by private 4year schools (Golden Gate University, Palo Alto University).
The programs also encouraged the department to create three new courses and to update three
existing courses. This effort helped us strengthen our relationship with part-time faculty as they
helped develop the new courses. It also allowed us to bring aboard two new part-time faculty,
both with recent CPA licenses (Naz Bhangal and Gulnora Zakirova).
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
13
A new course, BUS-33 Accounting Ethics has been created and will become effective Fall 2016.
The class will be taught for the first time in Spring of 2017. It also is included in the both
certificates effective Fall 2016. The class will allow CPA candidates meet a new Ethics
requirement, which comes into effect in January of 2017.
14
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? Yes
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or
won’t be taught in three years should be deactivated) Any courses not taught in the past 5
years are either being deactivated this curriculum cycle or will be offered within the next year.
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? See above.
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. All courses have the requisite number of CLOs.
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. All courses except brand new courses
have been assessed and “closing the loop” forms completed. New Spring 15 courses will close
the loop by the end of this semester.
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)? Yes
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. Yes
15
Appendix E: Proposal for New and Ongoing Initiatives: Business Advisory Board
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
Community Partnerships: Engage the community to participate in campus programs and events.
Student Success: Identify and provide a variety of career paths.
Awareness and Access: Reach out to populations underrepresented in higher education.
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”)
Conduct a Business Advisory Board Meeting and program dinner.
Review courses, certificates, and programs to ensure that they are up to date to meet current
business needs.
Provide opportunities for the business community to participate in student mentorship activities.
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).
College wide Career Pathways. Vocational program required meeting.
What is your action plan to achieve your goal?
Target
Completion
Date
Spring
2016
Activity (brief description)
Business Advisory Board Meeting
Required Budget
(Split out personnel, supplies,
other categories)
$800 Annual Dinner
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
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
X Require additional funding to continue and/or institutionalize the project
(obtained by/from):College General Fund
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X No
Yes, explain:
16
Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
Yes, list potential funding sources:
17
Appendix E: Proposal for New and Ongoing Initiatives: DECA Club
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
Student Success: Support programs and initiatives that increase the success for all students in our
diverse community.
Community Partnership: Increase experimental learning opportunities.
Awareness and Access: Reach out to populations underrepresented in higher education.
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”)
Expand DECA leadership activities for students on campus. Provide additional skill based activities
that improve students’ business skills in finance, accounting, entrepreneurship, marketing, law,
advertising, human resources, project management, and international business. Continue expanding
relationships with Business Advisory Board, local Chambers and the business community. Participate
in local, regional and national conferences and competitions to expand student learning. Conduct
campus wide nonprofit initiatives in partnership with local non-profit organizations.
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 Level Reviews for Bus AS-T, Bus-AS, Bus Transfer, marketing, and Management Certificates
PLO # e Create effective oral and written business communications skills
PLO # 4 Apply critical thinking and analytical skills in decision making and problem solving.
Assessment is ongoing.
What is your action plan to achieve your goal?
Activity (brief description)
Hold twice weekly meetings both on campus and in the
community to develop business opportunities, initiatives and
partnerships
Participate in local, regional, and national conferences and
competitions.
Provide local Conference for DECA high school students and
local college students
18
Target
Required Budget
Completion (Split out personnel, supplies,
other categories)
Date
Stipend
Ongoing
(1.0 CAH) $4000
Ongoing
Fall 2016
Attendance at Collegiate
Leadership Academy and
National Conference:
$3000
College-sponsored
conference expenses
including materials,
supplies, food, awards,
marketing: $1000
Develop Toastmasters Program for students and community to Fall 2016
develop business speaking skills
Association membership,
training materials,
leadership training:$2000
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)
X Other, explain: Stipend (1.0 CAH)
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
X Require additional funding to continue and/or institutionalize the project
(obtained by/from): College General Fund
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
Yes, list potential funding sources:
19
Appendix E: Proposal for New and Ongoing Initiative: Business Awards and
Outreach Ceremony
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
Student Success: identify and provide a variety of career paths and extracurricular opportunities within
the Business discipline.
Awareness and Access: increase familiarity of Chabot and its programs throughout the community
What is your specific goal and measurable outcome?
Conduct an annual Business Student Awards and Outreach Ceremony. Expand to include Real Estate,
Entrepreneurship, and CAS programs. Increase the number of students working towards certificates
and degrees offered by the Applied Tech and Business Department. Increase students’ and
community’s awareness of various educational paths, DECA Club opportunities/accomplishments, and
standards of excellence in Business.
What is your action plan to achieve your goal?
Activity (brief description)
Publicize and conduct the awards and outreach
ceremony
Target
Completion
Date
Required Budget (Split
out personnel, supplies,
other categories)
May 2016
$350 certificates and
frames
$200 supplies and
programs
$950 food
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:
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
X Require additional funding to continue and/or institutionalize the project
(obtained by/from): College General Fund
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
20
X
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
Yes, list potential funding sources:
21
Appendix E: Proposal for New Initiatives: Business FYE Pathway
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
The development of pathways centered on student academic interest areas is one of the initiatives that
came out of PRBC to support students by providing more packaged academic and student services that
directly relate to their goal in order to “increase the number of students that achieve their educational
goal within a reasonable time by clarifying pathways and providing more information and support.” In
the pilot year, students completed math and English assessments early to enable them to immediately
begin their math and English requirements. They attended an FYE Orientation before the beginning of
the semester to get to know each other and their teachers, plus complete any final Financial Aid and
other SSSP requirements before the semester began. Peer coaches and counseling support options
were established. The majority of the cohort were registered in common classes.
Some of the challenges/goals that need to be addressed moving forward include coordination among
disciplines (including themed English and math content and degree-specific experiences including
community service projects), tracking students outside of the common classes and in future semesters,
coordinating coaching/tutoring support, and recruiting/marketing efforts in the high schools to
increase the number of participants. Our planning group would include faculty from Business,
Economics, Math, Computer Applications and English, plus counselor(s), the Learning Connection
coordinator and students representing Business/Economics from the SSCC, the Learning Connection
(tutors and LA's), the overall Business/Economics student population, and possibly students who have
transferred to our major transfer schools or found career success after completing an Associate's
degree or a certificate.
What is your specific goal and measurable outcome?
Provide students interested in Business or Economics with a community of faculty, staff, and students
who are all supporting the achievement of transferring in Business or Economics or completing an
associate's degree or certificate to get a job or promotion in the Business world.
Outcomes:
- increase number of students earning associates degrees or certificates
- increase number of students that transfer
- increase engagement of students with the campus community
- increase the number of personal contacts with students – provided by faculty, staff, and peer mentors
- decrease time to completion by providing students with focused information/SEPs early in their time at
Chabot
- provide students with opportunities to learn about a variety of careers in business and with
opportunities for internships/work experience
What is your action plan to achieve your goal?
22
Target
Required Budget (Split
Activity (brief description)
Completion out personnel, supplies,
Date
other categories)
Investigate options to build community
12/2016
 3 CAH reassigned
 Expansion of current FYE cohort model (including more
time for house lead
robust marketing)
 $1000 stipend for
 Streamlined FYE model (2-3 first semester courses only)
counseling lead
 High-touch without cohorts
 $400 stipends for
 Dedicated business student “spaces”
others involved in
planning (~ 6
Design new student support initiatives, to possibly include:
faculty/staff)
 Business-focused career fairs
 $100 stipends for five
student participants
 Business/Economics transfer days
 Business/Economics Gladiator Day and similar Spring
events
 Further development of transfer sheets and
AS/certificate SEP templates
 Communications/community-building efforts
 Embedded counseling in early Business courses
 Focused support for our evening and online students
Design and implement new student support initiatives for Fall
5/2016
3 CAH

2016
reassigned time
for house faculty
lead
3 CAH
reassigned time
for counseling
lead
$400 stipends

for others
involved in
implementation
(~3 faculty/staff)
$100 stipends

for ten student
participants
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:
23
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
X Require additional funding to continue and/or institutionalize the project
(obtained by/from): CTE Transition Funds (only available for 3 total years, so
2016-2017 would be the last year these funds could be used)
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain: Ideally, Business/Econ students would have some dedicated space for
study groups, information kiosks, etc.
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain: Could involve collaboration with area high schools to help prepare
and educate students about careers options in business.
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources: It is possible that this project may meet the criteria
for partial funding from the Hayward Neighborhood Project or Basic Skills grants.
24
Appendix E: Proposal for New and Ongoing Initiatives and Projects: Accounting
Conference
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
Student Success: Continuous improvement in accounting curriculum and professional growth of
accounting faculty in the accounting field.
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”)
Accounting instructors to attend accounting related seminars, conferences and continuing
education opportunities. Attending sessions including topics such as learning communities,
financial accounting, managerial accounting, intermediate accounting, and cost accounting,
IFRS vs. GAAP, fraud, IRS, payroll, online teaching tips and engaging classroom activities will
keep accounting instructors current and add value to course. Increase awareness of upcoming
accounting curriculum changes will assist in aligning course contents with the upcoming
changes in the accounting field.
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).
In most if not all of the accounting courses.
What is your action plan to achieve your goal?
Target
Completion
Date
Academic
year 20162017
Activity (brief description)
Accounting conferences
Required Budget
(Split out personnel, supplies,
other categories)
$8000 Registration,
Transportation, and Meals
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
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:
25
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:
26
Appendix E: Proposal for New and Ongoing Initiatives and Projects:
Compressed Classes
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
The offering of 8-week compressed classes is designed to enable students to complete their
educational goals in a reasonable time frame.
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”)
We plan to offer 4 compressed classes each semester. Two classes would be offered the first 8
weeks of the semester, and two classes offered the last 8 weeks of the semester. Most classes
would be evening hybrid online classes. This will strengthen our evening program, boost
enrollments, and we are hopeful that it will improve both student success and retention and
enable more students to achieve their educational goals. We will be offering 8 classes in total
in 2016-17. Six of our existing classes will be converted to fit this program, but we need two
additional sections beyond our current offerings. We will carefully monitor enrollment, student
success, and retention. We believe this may be an interesting model for the college if
successful.
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).
These courses are designed to improve course learning outcomes in core business classes through
immersion in the subjects.
What is your action plan to achieve your goal?
Target
Completion
Date
Academic
year 20162017
Activity (brief description)
Additional FTEF for two additional classes
Required Budget
(Split out personnel, supplies,
other categories)
.45 FTEF
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
27
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):CEMC
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:
28
Appendix E: Proposal for New and Ongoing Initiatives and Projects: Business
Discipline—Addressing the Equity Gap
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
Our project is designed to achieve all of these goals. We aim to increase the number of Hispanic and
African-American Business students who achieve their educational goals, to enhance their learning (and
retention), and to close the very significant equity gap.
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”)
See Equity/BSI proposal for detail.
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).
CLO assessment doesn’t include a discussion of equity. However, we know that Hispanic and AfricanAmerican student learning can and must improve. The success rate of African-Americans in our courses
averaged about 39% last year vs. 57% for the college. The success rate of Latinos in our courses
averaged about 57% last year vs. 66% for the college. African-Americans were awarded 8% of our
certificates and degrees, but comprise 14% of Business majors. Latinos were awarded 23% of our
certificates and degrees, but comprise 30% of our majors. The college has a significant equity gap, but in
Business it is far worse.
What is your action plan to achieve your goal?
Target
Completion
Date
Academic
year 20162017
Activity (brief description)
See Equity/BSI proposal for detail.
Required Budget
(Split out personnel, supplies,
other categories)
Faculty stipends: 7,332
Student stipends: 600
Supplies (food): 500
Supplies (other): 10,000
TOTAL: 18,432
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
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): Student Equity Funding
Will the proposed project require facility modifications, additional space, or program relocation?
29
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: Student Equity Funding
30
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name: Business Discipline—Addressing the Equity Gap
Contact Name: Jan Novak
Division/Discipline/Program/Office: Applied Technology & Business/Business
Contact info: (email, campus phone, and cell phone): jnovak@chabotcollege.edu, X6690, 925-7854463
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
X COURSE COMPLETION: Increase success rates in identified courses.
__ ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
X DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
X TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
___ Curriculum/Program improvement ____ Outreach
___ Direct student intervention
____ Instructional Support
X Faculty development
X
Research and Evaluation
___Other:
____ Coordination and Planning
To determine whether your project can be funded by Equity funds:
1) Does your proposal address disproportionate impact for any of the following target student
populations marked with an “X”? Please highlight the “X” that corresponds with your target populations.
(Equity funds must address specific opportunity gaps identified below with an “X”)
GOALS
Goal A:
Goal B:
Goal C:
Goal D1:
Goal D2:
Goal E:
Access
Course
ESL/Basic
Degree
Cert
Transfer
Completion Skills
Completion Completion
/ Success
Success
Rates
Males
X
Foster Youth
Students with
disabilities
Low-income
Veterans
X
X
X
X
X
X
X
American Indian or
X
31
X
X
Alaska Native
Asian
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hispanic or Latino
Hawaiian or Pacific
Islander
White
X
X
X
X
2) COLLABORATIVE PARTNERS
In what ways does your project include collaboration between academic and student services and/or
with the community? (Equity proposals that partner to reach target populations are prioritized over
proposals that do not) We propose to partner with Puente, Daraja and EOPS counselors as well as
Striving Black Brothers.
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
X Yes __ No
2) Does your immediate administrator support this project?
__ No X Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When did
this conversation take place and who was involved? All Business faculty met on October 6th to discuss
our Program Review data and agreed that our equity gap must be addressed. We met again on October
16th to review a draft proposal and come to agreement on our final proposal.
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
We are proposing a deep faculty inquiry into the causes of a very significant equity gap in Business
course success rates and certificate and degree completion. We hope to identify the major causes of
these equity gaps and identify promising pilot projects to begin to close this gap.
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
The success rate of African-Americans in our courses averaged about 39% last year vs. 57% for the
college. The success rate of Latinos in our courses averaged about 57% last year vs. 66% for the college.
African-Americans were awarded 8% of our certificates and degrees, but comprise 14% of Business
majors. Latinos were awarded 23% of our certificates and degrees, but comprise 30% of our majors. The
32
college has a significant equity gap, but in Business it is far worse. We must uncover the reasons behind
this disheartening gap so we can take actions to reduce it.
ACTIVITIES
Please list all the activities (A.1, A. 2, A.3, etc.) that you propose to do to reach your goal.
List activities by target date in chronological order.
Identify the responsible person/group for each activity, and who will be involved.
This is a continuation of an inquiry that we hope to begin in Spring 16 (if funding proposal is approved).
The entire 3-semester plan is presented here.
A.1: Deep data dive with Institutional Research, examining success rates by course, breaking down the
equity gap by gender, comparing our courses with similar courses in other disciplines (for example,
comparing Accounting and Algebra, or Business Law and an Administration of Justice course). January
2016. Jan Novak, Miguel Colon and Carolyn Arnold.
A.2: Reading and research. Selected readings from “Closing the African American Achievement Gap in
Higher Education”, “Culturally Responsive Teaching” and others. Focus groups of African-American and
Latino Business majors. February-March 2016. Jan Novak, Miguel Colon, Business students.
A.3: Learning from the experts: Retreat to digest our data and learning from reading and research, and
to hear from both our internal experts (Daraja, Puente, EOPS, SBB) and external experts (National Equity
Project?). April 2016. All Business faculty, Business students, Student Services experts.
A.4: Planning for improvement: Two retreats to design initiatives to pilot in Spring 2017 to close the
equity gap. Fall 2016. All Business faculty, Business students, Student Services experts.
A.5: Final report on the inquiry, new initiatives and key indicators to track. November 2016. Jan Novak
and Miguel Colon.
A.6: Pilots of new initiatives. Spring 2017
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
Business faculty compensation: 12 hours x 8 faculty @ $47/hour = $4,512
Coordinator (Jan & Miguel) time: 30 hours x 2 faculty @47/hour = $2,820
Food for retreats: $500
Gas cards, book vouchers for student participants: $100 x 6 students = $600
Funding for initiative pilots: $10,000? (We won’t have a well-defined budget until late Fall 2016)
TOTAL REQUESTED: $18,432
EXPECTED OUTCOMES and EVALUATION
How will you know whether or not you have achieved your goal?
What measurable outcomes are you hoping to achieve for the student success indicator and target
population you chose?
33
How will you identify the students who are affected (are they part of a class, a program, or a service, or
will you need to track them individually)?
Our goal for this effort is to fully understand the issues and develop promising new initiatives to start to
address the equity gap. The outcomes will be a comprehensive report that includes specific initiatives to
pilot in Spring 2017, and tracking the impact of those initiatives in Spring 2017 and beyond.
34
Appendix F1A: Full-Time Faculty Request(s) [Acct. Category 1000]
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: Business
Criteria 1.
Percent of full-time faculty in department.
Fall
2012
Criteria 2.
Spring
2013
Fall
2013
Spring
2014
Fall
2014
Spring
2015
FTEF
(Contract)
7.28
7.92
7.23
6.57
5.67
6.46
FTEF
(Temporary)
5.51
5.29
5.94
6.28
7.39
6.74
# of Contract
Faculty
7
7
7
7
7
7
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
Jan Novak
Pre-retirement load
reduction: Fall 2015
Semester end departmental enrollment pattern for last three years.
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Spring
2015
Success Rate:
64%
61%
61%
62%
60%
61%
FTES:
277
279
240
249
239
241
35
Briefly describe how a new hire will impact your success/retention rates.
Accounting is a primary focus for our department, as it is core to our transfer program
and we offer a very popular degree and four popular certificate programs in accounting.
It is also very challenging for our students, and success rates need to be improved in
both the entry level courses (7 and 1A) and the upper-division courses. Hiring a CPA,
someone totally focused on Accounting and qualified to teach our most advanced
courses will improve success rates in both areas.
Criteria 3.
Meets established class size.
Fall
2012
Spring
2013
Fall
2013
Spring
2014
Fall
2014
Spring
2015
WSCH
8483
8537
7329
7576
7322
7307
FTES:
277
279
240
249
239
241
WSCH/FTES
664
646
557
589
560
553
If there are any external factors that limit class sizes, please explain.
The only external factor that limits our class sizes is that a strong economy usually leads
to lower enrollment, and a weak economy leads to very strong enrollment. While this is
true for the college as a whole, it’s particularly true in Business—a field that attracts the
unemployed or those fearing unemployment.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
We have a very strong Accounting program, and do not have a full-time instructor that
is a CPA. We offer nine distinct upper division accounting classes and offer four
accounting certificates and a degree. Last year, we awarded 55 Accounting certificates
and 26 Accounting degrees (an all-time high). Our two newest certificates are CPA
Exam Prep certificates. Almost 7 FTEF each semester is dedicated to accounting
courses. We need a CPA to strengthen the reputation of our program, to enable us to
offer more advanced courses on campus (our two adjunct instructors that hold CPA
licenses are only able to teach online), and to further develop our very important
accounting program.
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.)
36


Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
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 2: As stated above, this request is designed to address a gap in faculty
expertise, both in teaching and in program administration. The Business faculty
has an enormous workload with 42 distinct courses and 21 distinct programs to
assess and keep current—in addition to our college-wide committee
responsibilities. We also have created program brochures and transfer flyers,
hold Business Education seminars in the Fall, and hold a major student awards
event in the Spring, and manage a vibrant DECA program. Our success in
achieving the strategic plan goal is evident…..but we’re tired.
Tier 3: We are currently unable to offer many of our upper-level accounting
courses on campus, as the adjuncts with the specialized skills required have fulltime jobs and are only able to teach online.
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.
Our two CPA Prep certificates are new, as are four new upper-division accounting
courses.
Criteria 7.
CTE Program Impact.
Our Business Advisory Board has strongly recommended that we continue to
develop upper level accounting courses and programs to meet an unfilled need
in our community.
37
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
2011-2012 2012-2013 2013-2014 2014-2015
Criteria 9.
Accounting Technician cert
29
18
33
28
Bookkeeping cert
27
20
30
27
Accounting AS degree
21
26
22
26
Declared major
514
462
322
368
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.
Chabot's business courses play a unique role at our college. Any individual
course may meet the needs of a transfer student, a non-business student
taking the course to fulfill a GE requirement, a business degree or certificate
student, an unemployed person needing to just beef up their skills, or make a
career transition.
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.
As stated above, it is very challenging to find part-time faculty with a CPA license
that are available to teach during the day or in the evening. We currently have
no such faculty and as a result are unable to offer advanced accounting courses
on campus.
38
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:
☒
3.5 CAH + 1 CAH
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
1. The department is requesting release time of 3.5 CAH for a department coordinator for Business
and Entrepreneurship. Measurable outcome: (1) improved scheduling will lead to better
pathways for students and higher completion rates + (2) more effective coordination of PT
faculty will lead to higher flexibility in class assignment, more timely hiring and evaluation of PT
faculty, the development of orientation for PT faculty + (3) updated departmental website,
updated printed marketing materials, such as program brochures + (4) coordination of
curriculum changes/updates for the department. This was just recently funded for 2015-16, so
we are requesting a continuation of this funding.
The approved position description follows:
Business/Entrepreneurship Coordinator
Job Description
The Business/Entrepreneurship Coordinator provides practical support for the faculty and the dean by
insuring that the subdivision faculty activities are completed in a timely and efficient manner. The
Coordinator has no explicit authority over faculty, but rather, is involved in facilitating the smooth
operation and completion of required Business/Entrepreneurship faculty activities and duties (i.e.
subdivision meetings, faculty scheduling, peer evaluation, etc.) The Coordinator keeps work flowing
and projects moving, while facilitating communication among full-time and part-time faculty. The
Coordinator also gives the dean updates and feedback on these matters.
Policies Related To This Position:
39
The Coordinator serves as a logistics coordinator who facilitates the implementation of various
Business/Entrepreneurship faculty functions.
The position’s release time is 3.5 CAH per semester.
The selection of and the term of office of the Business/Entrepreneurship coordinator are best left to
the faculty’s discretion. This is seen as better than setting term limits. Either the dean or the faculty
can question the term or ask for a faculty review of the coordinator position. It is important that the
person selected be able to work closely and effectively with the dean.
Specific Job Duties:











Timely and efficient completion of Business/Entrepreneurship faculty activities
Scheduling of subdivision meetings:
o Create a calendar of meeting dates for the year
o Reserve the room
o Communicate to the faculty the dates/times/locations
o Assign faculty to take minutes
o Monitor the distribution of the agenda and the scheduling of the meeting
o Coordinate the follow-up of actions generated by agenda items
Coordination of discipline plans completion
Completion of faculty schedules:
o Evaluating the effectiveness of current schedule (fill, times, # of sections)
o Devising the next year’s schedule for submission to the Dean
o Suggesting part-time faculty assignment to the dean
o Coordination of teaching assignment among part-time faculty
o Proofreading of class schedules at different stages and coordination with eth
administrative assistant
Coordination of curriculum activities for all courses and programs offered by Business
and Entrepreneurship departments
Practical and logistical support for the faculty and the Dean
Consultant to college-wide committees on Business/Entrepreneurship-related matters
Coordination of Business Education Seminars
Updating the department’s website
Coordination between Business/Entrepreneurship and Counseling departments:
o Work with a Counseling liaison
o Reviewing/completing substitution/waiver forms
o Coordination of various events (Transfer Day, CSU East Bay Day, transfer
workshops, etc.)
o Communication of changes/updates in Business/Entrepreneurship curricula
Coordination of Part-Time Faculty (currently 15 part-time faculty members):
o Assist with hiring interviews
o Assist with scheduling classes for part-time faculty
o Orient adjuncts, individually and through a group meeting at the start of
semester. (This includes logistics such as how to get an office key or what to put
40
o
o
o
o
o
in a syllabus, as well as advice on choosing books, planning the semester, the
philosophy of the Business department)
Serve as liaison between part-time faculty and rest of college, re: contract
questions, logistics, curriculum issues.
Communicate news, changes, updates from the college and the departments to
part-time faculty
Pair up each part-timer with a full-time mentor
Schedule and oversee observations of part-time faculty (the first semester at
Chabot, first time online, and every 3 years after)
Represent adjunct interests at Division/Subdivision meetings, or to larger
campus committees.
2. The department is also requesting 1.0 CAH or a $2000 stipend for the DECA Club Advisor. This
faculty member participates in twice weekly meetings on campus and in the community, plans
and hosts the DECA high school conference at Chabot and manages many other DECA
initiatives. She also coordinates our Business Advisory Board.
41
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):
0
☐
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)
42
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:
We are requesting stipends for students to participate in the design of the Business/Econ FYE Program.
Student involvement in this design is critical to ensuring a robust, successful program.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Research indicates that students that feel part of a community persist and succeed in college at higher
rates than others.
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):
☒
15
stipends
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
43
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
BUS-12
BUS-7
BUS-15
BUS-33
CURRENT
FTEF
(2015-16)
3.8
2
0
0
ADDITIONAL
FTEF
NEEDED
.4
.25
.2
.2
CURRENT
SECTIONS
19
8
0
0
ADDITIONAL
SECTIONS
NEEDED
2
1
1
1
CURRENT
STUDENT #
SERVED
760
320
0
0
ADDITIONAL
STUDENT #
SERVED
80+
40+
40+
40+
We are requesting a total of 1.05 FTEF to enable us to provide innovative new courses and course modalities to
our students.




One section each of BUS-7 (Small Business Accounting) and BUS-12 (Intro to Business) to enable us to
offer a total of four 8-week classes each semester. We are converting six existing classes to this
compressed format, but require additional FTEF to offer all classes in innovative program. These are
very popular, highly productive classes. These classes will be offered in the Evening to also strengthen
our evening program.
One late start afternoon section of BUS-12. Intro to Business is our most popular class, and all day
sections are always full. This late start offering will both alleviate a bottleneck and enable us to attract
students that are a little slow to register.
One section of Business English (BUS-15). This course has not been offered for many years. Given the
ongoing popularity of our Business Math class, we believe Business English may serve a similar purpose:
to enable students afraid of traditional Math or English classes a different entry point. We also believe
this class may be very popular with ESL Business students.
One section of BUS-33, Accounting Ethics. This innovative new course is required for one of our new
CPA Exam Prep certificates. It is a new requirement for the exam, and we believe it will be very popular.
It is not offered by any community college in the East Bay.
44
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Total number of positions requested (please fill in number of positions requested):
6 learning assistants and 8 tutors
☒
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
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.
The Business department uses tutors and learning assistants primarily in accounting and general
business courses every term. There are 6 to 8 peer tutors working in the Learning Connections
each semester for Business 1A, 1B, 2, 3, 4, 7, 8, 10, 12, 14, 16, 92, and 93. We have a total of 5
learning assistants working in Fall 2015: one in BUS-7 (three sections), three in BUS-1A (four
sections), and two working in three sections of BUS-1B. We are proposing an additional learning
assistant to work in BUS-22.
The survey on Student Engagement indicated that students who enrolled in courses with Learning
Assistants performed consistently better (about 20% above) than those in courses without
Learning Assistants in every area of the survey. Since Accounting faculty want to improve the
success rate and retention rate of the Accounting courses this improvement data is very
promising. We request the continued funding of tutors and learning assistants for the Business
department. Specifically, we request 8 tutors per semester who will each work in the Learning
Connections 8-10 hours per week tutoring for a variety of accounting courses. We also request to
continue to employ Learning Assistants in various Business 7, 1A, and 1B courses.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Our major focus in all of our SLOs as a discipline is improving success rates in our lower level
Accounting courses. We know that learning assistants and tutors help in these challenging
classes.
45
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?
All supply requests are justified in the New and Ongoing Initiatives section of this Program Review.
46
Appendix F6: Contracts & Services, Conference & Travel Requests [Acct.
Category 5000]
☒
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
Rationale:
1. Faculty (4) attendance at major Accounting teaching conference. Attending sessions
including topics such as learning communities, financial accounting, managerial
accounting, intermediate accounting, and cost accounting, IFRS vs. GAAP, fraud,
IRS, payroll, online teaching tips and engaging classroom activities will keep
accounting instructors current and add value to course. Increase awareness of
upcoming accounting curriculum changes will assist in aligning course contents
with the upcoming changes in the accounting field.
2. Faculty/DECA Club advisor attendance at Collegiate Leadership Academy and
National Conference.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
1. Accounting is a rapidly changing field, and the most challenging courses for our students
are our two introductory accounting courses. This conference both updates faculty on the
changes in accounting and enables faculty to engage with others from across the country
to learn best practices for teaching accounting.
2. Student engagement in extra-curricular activities is correlated with successful completion
of academic goals. The DECA Club is the only club in the Business discipline. These two
conferences enable the advisor to stay current and to accompany students competing in
the National Conference.
47
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
☒
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
This is an additional request beyond the $2 million that was funded for the B1600
renovation currently in designing/programming phase with the architect. The funded $2
million is to be devoted to architect and construction so needed to bring this outdated,
technology unfriendly and unsafe building to a reasonably accommodated
teaching/learning space.
This request is to update data and power in the building (including WIFI accessible in all
classrooms), new furniture (including 44 student stations and a teaching station in each of
the 5 classrooms in planning), and 90 laptops with 3 rolling charging carts for new mobile
lab classrooms.
48
Appendix F8: Facilities Requests
None
49