Chabot College
Administrative Offices
Program Review Report
2016 -2017
Year in the Cycle: Year Three
Program/Area:
Online Learning
(Applied Technology & Business)
Submitted on:
10/26/15
Contact:
Lisa Ulibarri & Minta Winsor
FINAL 9/24/15
Table of Contents
Overview of Process and Offices
___ 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
B: Service Area Outcomes Assessment
E: New and Ongoing Initiatives and Projects
E1: Equity and BSI Fund Requests
F2A: Classified Staffing Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
Administrative Offices include the following:
President's Office
Institutional Research
Grant Development
Chabot Foundation
VP Academic Services Office
Division Offices (aggregated)
First Year Experience
Library
Learning Connection
VP Student Services Office
VP Administrative Services Office
Business Services
Mail Room and Switchboard
Reprographics
Safety and Security
ITS-Chabot Computer Support
[Bookstore and Cafeteria are private]
Overview:
Administrative Services support student learning by creating the conditions under which it can
occur. While most Administrative Service units provide services to and for staff, some also
serve students directly.
Each Administrative Services office will conduct a program review to:
 determine its strengths, effectiveness and the satisfaction of its primary users
 identify areas for improvement
 align administrative services goals with the college's new strategic plan
 define the unit's major goals and outcomes for the next three years, and request
resources needed for the next year
Process:
 Program Review is a three-year process, with a more in-depth report in year 1 of the
cycle and progress updates and resource requests in Years 2 and 3
 Program Review team is led by administrator/coordinator of the office
o Includes small representative group of staff from the office
o Collects and discusses survey and other Service Area Outcomes data
o Compiles and discusses future implications information
o Discussions conclusions and unit goals
 Administrator/coordinator of office
o Writes or delegates narrative summary, action plan, and resource requests
o Reviews and discusses draft with staff prior to final submission
Outcomes:
 3-5 page narrative summary of the program review findings, including goals and outcomes
and justification for resource requests (used by PRBC for college planning)
 Resource requests (used by Budget Committee to evaluate resource allocations)
YEAR ONE
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F2A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request,
please talk with your administrator who can tell you what maintenance resources you are
already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. Who We Are
Limit your narrative to no more than one page. Describe your unit--your mission, vision, responsibilities
and the goals of your area. How does your unit support other student services, administrative, and
academic units? What impact do you have on student learning? Describe the number and types of staff
in your office.
2. Where We Are Now
Complete Appendix A (Budget History) and Appendix B (Service Area Outcomes Assessment) prior to
writing your narrative. Limit your narrative to no more than two pages. As you enter a new Program
Review cycle, reflect on your achievements over the last few years:
a. What did you want to accomplish? What did you accomplish?
b. What were your Service Area Outcomes (SAOs), and what progress have you made toward
achieving them?
c. Describe how changes in resources provided to your office have impacted your achievements.
d. What are you most proud of, and what do you want to continue to improve?
e. Discuss important trends that will have a significant impact on your unit over the next three
years. Those could include technology, facilities, equipment, and demand for your services.
f. What opportunities and challenges do your foresee in the next three years?
3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F2 and 5-8 (Resource
Requests) as relevant to your needs to further detail your narrative. Limit your narrative to three pages,
and be very specific about what you hope to achieve, why, and how.
 What initiatives would you like to undertake to improve or strengthen your unit or to address
demand for your services?
 What initiatives are underway in your area, or could you begin, that would support the
achievement of our Strategic Plan goal and strategies and/or improve student learning?
 Identify specific, measurable goals and the resources needed to achieve them.
1
YEAR TWO
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F2A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request,
please talk with your administrator who can tell you what maintenance resources you are
already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. What Progress Have We Made?
Complete Appendix A (Budget History) and Appendix B (Service Area Outcomes Assessment) prior to
writing your narrative.
In year one, you established goals and action plans for program improvement. This section asks you to
reflect on the progress you have made toward those goals. This analysis will be used by the PRBC and
Budget Committee to assess progress toward achievement of our Strategic Plan and to inform future
budget decisions. In your narrative of two or less pages, address the following questions:
 What were your year one Program Review goals?
 Did you achieve those goals? Specifically describe your progress on the goals you set and your
progress on service area outcomes, and Strategic Plan achievement.
 What are you most proud of?
 What challenges did you face that may have prevented achieving your goals?
 Cite relevant data in your narrative (e.g., efficiency, productivity, SAO assessment results,
external demands, user surveys, etc.).
2. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F2 and 5-8 (Resources
Requested) to further detail your narrative. Limit your narrative to two pages, and be very specific
about what you hope to achieve, why, and how.
 Given your experiences and service area outcomes results over the past year, what changes do
you suggest to your program improvement plan?
 What new initiatives might you begin to support the achievement of our Strategic Plan goal? Do
you have new ideas to improve student learning?
 What are your specific, measurable goals? How will you achieve them?
2

Would any of these require collaboration with other areas of the college? How will that
collaboration occur?
YEAR THREE
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F2A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as
appropriate. Once completed, submit to your Dean/Area Manager with this finalized Program
Review Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are
already receiving). If you have questions about what constitutes an “additional/augmented”
request, please talk with your administrator who can tell you what maintenance resources
you are already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile
a master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. What Have We Accomplished?
Complete Appendix A (Budget History) and Appendix B (Service Area Outcomes Assessment) prior to
writing your narrative.
In year one, you established goals and action plans for program improvement. This section asks you
to reflect on the progress you have made toward those goals. This analysis will be used by the PRBC
and Budget Committee to assess progress toward achievement of our Strategic Plan and to inform
future budget decisions.
In your narrative of two or less pages, address the following questions:
 What program improvement goals did you establish?
 Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for service area outcomes, and Strategic Plan achievement.
 What best practices have you developed? Those could include improvements in your
methods particular to your service area.
 Are these best practices replicable in other areas?
 What were your greatest challenges?
 Were there institutional barriers to success?
 Cite relevant data in your narrative (e.g., efficiency, SAO assessment results, external
demands, etc.).
3
Goals/ initiatives from Years One and Two include:
Initiative 1: Clarify the information provided to online students
From the viewpoint of a student, the details for each one of the online and hybrid courses in
CLASS-Web (section labeling, schedule notes, technical requirements, etc.) appear inconsistent.
We hope to determine consistent labels and campus standards for each type of section as well
as some consistency of schedule notes. Also related to this need for clarity of course
information is the need to determine to what extent coding can be changed to meet state
requirements while improving the search capabilities for courses in Banner and CLASS-Web.
This will also verify the accuracy of information sent to the state chancellor's office regarding
distance education courses.
Initiative 2: State Policies & Accreditation Requirements
There are several state and federal issues currently impacting or having the potential to impact
Distance Education at Chabot College, many of which are already addressed by current policies
and practices and/or are currently being addressed by way of accreditation requirements.
Initiative 3: Equal access to services
The Student Learning Programs and Services section of Accreditation Standard II, states that
each Institution “assures equitable access to all of its students by providing appropriate,
comprehensive, and reliable services to students regardless of service location or delivery
method.” We will strive to make progress in offering students college services in an online
environment to provide convenient access to student resources. Two main needs for online
students at Chabot are online access to tutoring and counseling services.
Initiative 4: Mobile learning
A frequent topic in both the Committee On Online Learning and the Technology Committee is
the increasing number of students and faculty using mobile devices (iPhones/iPads, Kindles,
other smart phones and tablets) for online learning and teaching. The Blackboard Mobile Learn
App is a mobile device application which provides students and instructors with limited access
to their Blackboard courses and content using their smart phone, iPod, or iPad. The popularity
of this mobile app has encouraged both the Committee On Online Learning and the Technology
Committee to discuss the need for optimizing other web-based campus resources for mobile
viewing. While our focus is online learning needs, we also realize the importance of providing
mobile-friendly access to college information such as the college homepage and essential
student pages.
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Progress:
Initiative 1: Clarify the information provided to online students
Within the Committee On Online Learning (COOL), we have continuously discussed this topic
and have made some initial strides in the clarification of information. Some divisions have
already implemented the COOL’s suggested schedule notes. While the course notes were
presented as suggestions, we hope that they will be implemented for all Online/Hybrid courses
within the next year. The COOL has asked that division representatives help convey the
importance of this information to their divisions. The COOL is also working to come up with
campus-wide section numbers for online and hybrid courses. The committee hopes to have
recommendation for campus-standard section numbers for online and hybrid courses for
implementation next year.
Initiative 2: State Policies & Accreditation Requirements
As district-wide policies impact both Chabot and LPC, Chabot’s COOL and LPC’s Distance
Education committee often work collaboratively to ensure that state policies and accreditation
requirements are met. Of the most notable steps, the Chabot DE Coordinator contacted each
state for information about their State Authorization policies. Of the states that have
responded, Chabot is exempt or most-likely exempt in 65.3%. Though 9 states have yet to
respond, only 8 states require a form of application or fee to gain authorization. As enrollments
change with each semester, state authorization is likely an on-going process.
Initiative 3: Equal access to services
Online Counseling is fully implemented and has been in use by students since fall 2014. The
counseling website now includes a page for online counseling with a link to the SARS eAdvising
module, which provides students a password-protected system for communicating one-on-one
with counselors. Online Learning has included information about online counseling services in
the email sent out to all students who enroll in online & hybrid courses at the beginning of each
term.
With tutoring services housed under the Learning Connection, a workgroup has been formed to
explore options for online tutoring. Representatives from each of the tutoring centers will help
to determine the best program to use for online tutoring. Pilots may begin as early as spring
2016. As online learning at Chabot is reshaped and developed, we are continually faced with
the pressing need to provide access to college services to our online learners.
Initiative 4: Mobile learning
The Blackboard Mobile Learn app is still widely in use by students and faculty for courses that
utilize Blackboard. Recently, Blackboard has announced that the use of three of their mobile
apps – Mobile Learn, Bb Student, and Bb Grader, are now free for all users. Online Learning
Staff at both colleges took the necessary steps to enable this free-of-charge download for all
students and faculty district-wide.
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Service Area Outcome: Online Learning will provide effective student support for Blackboard
and online learning needs.
Online Learning has ensure that students have continued access to support. This is
accomplished through the Online Learning Student Support Help Form available on the online
learning website. This help form, along with the cc-onlinelearning@chabotcollege.edu email
address, is widely-used by students seeking assistance with Blackboard and online/hybrid
courses. Over the 2014-2015 year, online learning received and resolved approximately 600
help requests through this form and email. In addition to the online help requests, students
have also utilized the in-person drop-in support available in the Online Services lab in building
700. These direct resources, along with web resources, ensure that we are meeting our goal of
providing effective student support for Blackboard and online learning needs.
Accomplishments:
● Online & hybrid learning remains a prominent segment of Chabot College, with
approximately 15% of all course offerings offered at the college, currently being taught in
online or hybrid format.
●The number of courses using Blackboard has continued to increase in recent years. For spring
2015, 308 instructors requested the setup of 818 course sites in Blackboard (compared to 769
in spring 2014). Fall 2014 boasted 738 course sites.
●Over 300 support requests were submitted each semester by students to
Online Learning Student Support by way of an interactive online help form. As providing a high
level of appropriate, helpful, and timely support to students is of utmost priority, most requests
are typically answered within a matter of hours.
● During Spring 2015, 308 Chabot instructors (both full-time and part-time) used
Blackboard for their courses (an increase from 250 instructors in spring 2014).
●Over the course of the 2014 - 2015 year, we received and resolved 871 support requests from
faculty ranging from technical support issues to instructional assistance such as providing the
basic steps for content building.
●The above accomplishments were achieved with only two staff members and one student
assistant.
Challenges/Institutional barriers to success:
One of the main challenges we face in achieving our various goals is the lack of institutional
support to these efforts. Online Learning is often not widely supported by the college, and
therefore, it can be difficult to make college-wide changes. However, Online Learning
represents a large segment of the courses offered at Chabot and therefore greatly impacts our
students.
Online Learning continues to operate with reduced staffing, with only two staff positions
supporting faculty, student, institutional, and learning management system needs. We lost the
staff position that provides Online Learning Student Support in 2010. We are now including the
reinstatement of this position within our resource requests. We’d like to see this position grow
to meet the current demands of online learners.
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2. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less,
address the following questions. Please complete Appendices E (New and Ongoing Initiatives and
Projects) and F2 and 5-8 (Resources Requested) to further detail your narrative and to request
resources.
 What goals do you have for future program improvement?
 What ideas do you have to achieve those goals?
 What must change about the institution to enable you to make greater progress in improving
your service area outcomes and other program goals?
Online Learning by nature supports the Strategic Plan goal of “Increase the number of students
that achieve their educational goal within a reasonable time by clarifying pathways and
providing more information and support.” By offering students the chance to take classes in
online or hybrid form, we can provide them with the best access to education. Students taking
DE classes often remark that online classes best fit their busy schedules, lending to them
making additional progress towards their degrees.
One suggestion for improving the online/hybrid program is for disciplines to review their
online/hybrid course offerings, not just in terms of enrollment management, but as essential
components to helping students achieve their educational goals. Students who rely on the
flexibility of online offerings to earn an AA or AS degree, a certificate, or transfer to a university,
may face an extended time for achieving their goals due to class schedule conflicts when an
online or hybrid sections are not available.
Throughout this three-year program review cycle, we have continue to make progress on the
ongoing initiatives. While we still need to fully shape the new goals of our program for the
upcoming years, we have a few continued goals:
Continued Goal/Initiative 1: Support the COOL and development of high-quality
online/hybrid curriculum.
The prominence of online and hybrid courses also reinforces the need to ensure quality
instruction. While this kind of involvement in the development of online and hybrid courses is
very time-consuming for the COOL, along with the Online Learning staff, it ensures that we
maintain a high-standard for our online classes and meet the learning needs of our students.
Quality online courses also help to improve retention and success rates in online courses. This is
a long-term goal of improving the quality of online and hybrid courses.
Continued Goal/ Initiative 2: Equal access to services
The Student Learning Programs and Services section of Accreditation Standard II, states that
each Institution “assures equitable access to all of its students by providing appropriate,
comprehensive, and reliable services to students regardless of service location or delivery
method.” While we have made some progress on this goal, there is a lot needed before we can
7
fully offer equal access to services for online students. Over the next year, we hope to work
with other constituencies on-campus to implement online tutoring. Success with online
tutoring and counseling will likely need to other needs for online services.
Continued Goal/ Initiative 3: Clarify the information provided to online students
The information presented in the Schedule of Classes/ CLASS-Web (section labeling, schedule
notes, technical requirements, etc.) for online and hybrid courses are inconsistent and
confusing for many students. Along with the COOL, we are working to determine consistent
labels and campus standards for each type of course as well as some consistency of schedule
notes, hopefully to be implemented over the next year.
8
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.
2015-16
Budget
Received
Division
funded
2016-17
Budget
Requested
1 classified
position
Supplies & Services
2015-16
Budget
Requested
$10,000.00
(Student
Assistant)
0
0
$225.72
supplies +
$1,625
services
Technology/Equipment
$596.00
Other
0
Division
funded
0
TOTAL
$10,596.00
Category
Classified Staffing (# of positions)
Necessary
funds
available for
use.
2016-17
Budget
Received
(for COOL)
Faculty
stipends
(approx.30)
= $7,500
$9,350.72
1. How has your investment of the budget monies you did receive improved your service area
outcomes? 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.
Through receiving funding for an Online Learning Student Assistant, we have been able to offer
students a consistent location to go for assistance with online learning support needs.
2. What has been the impact of not receiving some of your requested funding? How have your service
area outcomes or student learning outcomes been impacted, or safety compromised, or
enrollment or retention negatively impacted?
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Though our requests were left off of the list of college-wide program review requests, our division
paid for the items and services directly.
10
Appendix B: Service Area Outcomes Assessment
Service Area Outcomes are written and assessed for some administrative offices, such as
Institutional Research.
Purpose:
Administrative Services support student learning by creating the conditions under which it can
occur. Most Administrative Services provide services to and for staff, although some also serve
students. The purpose of assessing Service Area Outcomes is to monitor the effect of these
services on clients and/or students, and to see if improvements are needed.
Definition of Service Area Outcomes
Service Area Outcomes are the effects of your services on your users – what do your clients or
students do or know differently as a result of your service? These can include trends in any
measurable outcomes tracked by your office, satisfaction survey results of your primary
users/clients, and student learning outcomes, if any.
Instructions
Choose at least 3 distinct outcomes that can be observed or measured and write as a
statement. Indicate how and when it will be measured, the results, and the discussion of the
results.
When determining your Service Area Outcomes, consider your primary role or function in
relation to serving the campus. Who are your major users? How do you know when they are
satisfied with your services, or have been affected by your services?
Examples:
SAO: Users of Institutional Research will use research in the evaluation of their programs. How
measured: Faculty/Staff Survey question, Spring 2014. Results: 66% agreed. This is higher than
in previous years, but we would like it to be higher, and will continue to…..
SAO: Users submitting PAFs to Business Office will know that they are signed and sent to HR in
__X days.
How measured: Business Office logs.
Results: 95% are within this time. We are proud of this level and will work to keep it there.
SAO
SAO #1:
Online Learning will
provide effective
student support for
Blackboard and online
learning needs.
How Measured
When Measured
Online Support
Requests and inperson contacts
from the Online
Learning Student
Assistant.
Each semester
through an online
record of support
requests.
Results/Discussion
How to assess the inperson support
provided by the Online
Learning Student
Assistant.
Student Requests
Received/Resolved 20142015: 594
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(impacted by outlook
switch/changed email
address unknowingly)
SAO #2:
Online Learning will
provide effective
faculty support for
Blackboard and online
teaching needs.
SAO #3:
Online Learning will
support the COOL in
the effort to improve
the quality of online
and hybrid courses at
the college.
Online Faculty
Support requests,
emails, and inperson contacts
sent to the two Bb
System
Administrators.
Each semester
through an online
record of support
requests.
By the number of
online and hybrid
courses approved
and the quality of
instruction.
Each semester as
course proposals
are approved and
“new-to-online”
instructors prepare
courses.
How to assess the
numerous emails
received by the online
learning staff regarding
various aspects of
online teaching. Faculty
Requests
Received/Resolved 20142015: 871
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New Online/hybrid
instructors in 20142015: 14
56 courses approved in
2014-2015.
Appendix E: Proposal for New and Ongoing Initiatives and Projects
Ongoing Initiative 1: Support the COOL and development of high-quality online/hybrid curriculum.
(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?
Online Learning by nature supports the Strategic Plan goal of “Increase the number of students that
achieve their educational goal within a reasonable time by clarifying pathways and providing more
information and support.” By offering students the chance to take classes in online or hybrid form, we
can provide them with the best access to education. Quality online courses also help improve success
rates in online courses.
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 would like to help extend online and hybrid offerings of the highest quality.
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).
SAO: Online Learning will support the COOL in the effort to improve the quality of online and hybrid
courses at the college.
What is your action plan to achieve your goal?
Target
Required Budget
Completion (Split out personnel, supplies,
other categories)
Date
Compensate experienced faculty to mentor new online faculty.
Stipends for faculty
The availability of experienced online faculty mentors will help
ensure the quality of the online and hybrid courses offered at
Chabot. The promise of the assistance of a mentor can also
help to encourage faculty that may not otherwise venture into
online teaching. Mentoring would be available for faculty new
to online teaching in all disciplines.
Encourage and offer incentives to faculty to develop online or
Stipends for faculty
hybrid courses that have not yet been offered in DE format.
This would lend to the variety of online and hybrid course
offerings in the effort to increase accessibility to required
courses.
Activity (brief description)
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)
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X
Other, explain Faculty stipends
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):
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:
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Appendix E: Proposal for New and Ongoing Initiatives and Projects
Ongoing Initiative 2: Equal access to services
(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?
Online Learning by nature supports the Strategic Plan goal of “Increase the number of students that
achieve their educational goal within a reasonable time by clarifying pathways and providing more
information and support.” By offering students the chance to take classes in online or hybrid form, we
can provide them with the best access to education. Offering students resources and services online
helps to support their success.
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 Student Learning Programs and Services section of Accreditation Standard II, states that each
Institution “assures equitable access to all of its students by providing appropriate, comprehensive,
and reliable services to students regardless of service location or delivery method.” Our goal is to
widen the variety of services that can be accessed by online students.
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).
SAO: Online Learning will provide effective student support for Blackboard and online learning needs.
What is your action plan to achieve your goal?
Activity (brief description)
Work with the other campus groups to build towards offering
services to students online (i.e. Online Tutoring)
Target
Required Budget
Completion (Split out personnel, supplies,
other categories)
Date
Once software is selected,
funding will be needed if
applicable.
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 Not yet determined
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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?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
X Yes, explain: possibly agreements with software providers
Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
Yes, list potential funding sources:
16
Appendix E: Proposal for New and Ongoing Initiatives and Projects
Ongoing Initiative 3: Clarify the information provided to online students
(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?
Online Learning by nature supports the Strategic Plan goal of “Increase the number of students that
achieve their educational goal within a reasonable time by clarifying pathways and providing more
information and support.” By clarifying the information provided to students about online/hybrid
courses, we can help ensure that they are better prepared for the type of course that they are
enrolled in.
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 information presented in the Schedule of Classes/ CLASS-Web (section labeling, schedule notes,
technical requirements, etc.) for online and hybrid courses are inconsistent and confusing for many
students. Along with the COOL, we are working to determine consistent labels and campus standards
for each type of course as well as some consistency of schedule notes, hopefully to be implemented
over the next year.
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).
SAO: Online Learning will provide effective student support for Blackboard and online learning needs.
What is your action plan to achieve your goal?
Required Budget
Work within the COOL to determine campus standards
Target
Completion
Date
FA 2015
Present information to campus areas
SP 2016
-
Help ensure that standards are implemented
ongoing
-
Activity (brief description)
(Split out personnel, supplies,
other categories)
-
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 Covered by existing staff
17
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?
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:
18
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name:
Contact Name:
Division/Discipline/Program/Office:
Contact info: (email, campus phone, and cell phone)
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
__ 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.
__DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
__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
___ Faculty development
____ 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: Access Goal B:
Goal C:
Goal D1:
Goal D2: Cert Goal E:
Course
ESL/Basic
Degree
Completion
Transfer
Completion / Skills Success Completion
Success Rates
Males
X
Foster Youth
Students with
disabilities
Low-income
Veterans
X
X
X
X
X
X
American Indian or
Alaska Native
Asian
Black or African
American
X
X
X
19
X
X
X
X
X
X
Filipino
X
Hispanic or Latino
X
Hawaiian or Pacific
Islander
White
X
X
X
X
X
X
X
X
X
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)
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?
__ Yes __ No
2) Does your immediate administrator support this project?
__ No __ 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?
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
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.
BUDGET
20
Provide a budget that shows how the funds will be spent to support the activities.
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?
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)?
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 parttime 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.
You can find the template for the spreadsheet here:
http://www.chabotcollege.edu/prbc/adminservicesprogramreview.asp 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/ASPR/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):
1
☒
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)
22
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.
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):
☐
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
Rationale for proposed student assistant positions (please describe below):
Statements about the alignment with the strategic plan and program review are required. Indicate
here any information from advisory committees or outside accreditation reviews that is pertinent to
the proposed positions (please describe below):
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
23
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 additional/augmented 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.
Request and Rationale:
Seagate Backup Plus Slim 500GB Portable External Hard Drive with Mobile Device Backup, Black
Quantity: 2
$69.99
$209.97 subtotal + $15.74 tax (7.5%)
=$225.72 total
ships free
http://www.staples.com/Seagate-Portable-Slim-500GB-USB-30Black/product_169509?externalize=certona
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area
outcomes (SAO’s) support this request?
Staff use for on-going needs of the online learning program.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your
requests to your spreadsheet under the 4000 tab 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)
24
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 contracts and services. For 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.
Rationale for Contracts and Services:
(for the Committee On Online Learning) Payment to cover fees for @One Introduction to Online
Teaching course for new online faculty, those learning a new CMS such as Canvas, or other new
technology. Allow faculty to take @One courses which will lend to the quality of our online and hybrid
courses.
Rationale for Conferences and Travel:
Online Teaching Conference: Pay registration fee for 5 faculty experienced in Online Learning to attend
the Online Teaching Conference.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area
outcomes (SAO’s) support these requests?
SAO #2: Online Learning will provide effective faculty support for Blackboard and online
teaching needs.
SAO #3: Online Learning will support the COOL in the effort to improve the quality of online and
hybrid courses at the college.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your
requests to your spreadsheet under the 5000 tab and check the box below once they’ve been added.
☒
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
25
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 follow the link here to make your request and summarize below
http://intranet.clpccd.cc.ca.us/technologyrequest/default.htm
Summary of request and rationale:
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your
requests to your spreadsheet under the 6000 tab 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)
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.
26
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):
Building/Location:
Type of Request
___ Space Need
___ Small Repair
___ Large Repair
___ Building Concern
___ Larger Facility Need
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
Briefly describe how your request supports the Strategic Plan Goal?
27