Chabot College
Academic Services
Program Review Report
2016 -2017
(Disclaimer – Year 2014 & 2015 is currently being analyzed)
Year Three in the Cycle
Program: Welding Technology
Submitted on 10/16/15
Contact: Dan Raveica
FINAL 9/24/15
Table of Contents
X
Year 3
Section 1: What Have We Accomplished?
Section 2: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New and Ongoing Initiatives and Projects
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
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 F1A, 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 Appendices A (Budget History), B1, C (PLO's), and D (A few questions) prior to writing your
narrative. You should also review your most recent success, equity, course sequence, and enrollment
data at http://www.chabotcollege.edu/ProgramReview/Data2015.asp. Limit your narrative to two
pages.
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 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:
1
What program improvement goals did you establish?
The welding program has established a number of priorities for areas of improvement. The primary goal
of the welding program was to increase the number of students gaining a degree or certificate. Another
priority for the welding program included increasing the results of the course learned outcomes that fell
short of the definition of success, 15.5% of all CLO’s in the program cycles in year one were considered a
challenge. The welding program focus is also to continually improve productivity, safety, and efficiency
of the student’s tangible learning environment in the laboratory this is partly achieve through to complete
the renovation, by completing the ventilation system was a focus of the welding program. Finally the
welding program focused efforts to increase its advisory committee with additional members that have a
vested interest in the welding program to start the process of revising its curriculum to keep the program
relevant to the latest industrial information, processes and innovations, while adhering to college policy.
Did you achieve the goals you established for the three years? Specifically describe your progress on
goals you set for student learning, program learning, equity, and Strategic Plan achievement.
The welding program achieved its first priority of increasing the number of students gaining a degree or
certificate. From Year one of the program cycle, the number of students that gained a degree annually
increased by 50%. Another success is that in year one of the program, 15.5% of all CLO’s in the program
cycle were considered a challenge. Currently 5.9% of all CLO’s in the program cycle were considered a
challenge. This is a reduction of 9.6% unfavorable CLO results is an achievement. The welding program
also completed the renovation by completing the ventilation system in year two of the program review.
Finally, welding program focused efforts to increase its advisory committee with additional members that
have a vested interest in the welding. This current year, year three of the program cycle, we included new
members of the advisory committee. One of these members includes NASA AIMS RESEARCH
CENTER, which is active on advising on new technology within the industry.
What best practices have you developed? Those could include pedagogical methods, strategies to
address Basic Skills needs of our students, methods of working within your discipline, and more.





Cooperation with industry. Forming an alliance with companies within the industry that not only
support the welding program educational goals but expands these goals and skillsets to reflect the
realities of the industrial environment specific to that company. We are currently in partnership
with NASA AIMS to hire four students part-time to replace their retiring workforce. The
requirement for this partnership is that the students must be in progress of finishing welding
program requirements. This practice is replicable in different areas/disciplines.
Inviting companies to come talk about real world welding manufacturing applications and
challenges. This can be accomplished through field trips and company representative visits.
Increased communicatively involved relationship with the Counseling Office for Student Support
with includes support for: required class and lab accessories/material, student placement in the
courses, job placement. This practice is replicable in different areas/disciplines.
Classes are started with a review of the previous class to ensure retention of material. Also,
instructor led examples with descriptive detail of the justification/theory is provided to the
students which increases student knowledge retention. This practice is replicable in different
areas/disciplines.
Pairing up students with advanced skillsets with students with limited skillsets has been proven to
be a success. The student with the advanced skillset conducts the skillset, including justifying
rational of action, in front of the instructor and student with limited skillset. The instructor
corrects if needed. Both students are able to learn from this small group setting. This method
2


creates a more targeted atmosphere of learning to a specific skillset. This practice is replicable in
different areas/disciplines.
The Welding Program offers vocational courses that are limited in scope in relation to other
courses, with the exception of the A.S. Degree requirements. Due to this narrow scope, the way in
which the welding program collaborates with other disciplines is by providing flexible course
offerings. The Welding’s course offerings include; day, afternoon, evening, and weekend courses.
This flexibility allows students added opportunities in taking general education classes when
offered by other disciplines, thus ensuring advancement in general education areas as well as the
welding program.
As a result of these best practices, the Welding Program has seen strong positive progression in
success rates
o
o
o
o
o

Female success rates from Spring 2012 (76%) to Spring 2015(90%) has seen a
steadily increase of 14%
Male success rates from Spring 2012 (79%) to Spring 2015 (82%) has seen a steadily
increase of 3%
Latino success rates from Spring 2012 (73%) to Spring 2015 (86%) has seen a steady
increase of 13%
African American success rates from Spring 2012 (70%) to Spring 2015 (79%) has
seen an increase of 9%
Both American Indian and Pacific Islander have seen a steady 100% success rate
over the years analyzed.

The Welding Program has seen strong positive progression in overall Non-success rates:
o Overall non-success rates from Spring 2012 (5%) to Spring 2014 (7%) has seen a
steadily decrease of 5%
o Female non-success rates from Spring 2012 (12%) to Spring 2014 (10%) has seen a
steadily decrease of 2%

The Welding Program offers vocational courses that are limited in scope in relation to other
courses, with the exception of the A.S. Degree requirements. Due to this narrow scope, the
way in which the welding program collaborates with other disciplines is by providing flexible
course offerings. The Welding’s course offerings include; day, afternoon, evening, and
weekend courses. This flexibility allows students added opportunities in taking general
education classes when offered by other disciplines, thus ensuring advancement in general
education areas as well as the welding program.
What were your greatest challenges?
The Welding Program would not be able to provide its services and course offerings without vital
program funding. During this past program cycle, the welding program has had to receive 100%
of its funding from the Perkins fund. This fund was established for the technological
advancement of the program, instead; out of necessity due to zero funding support from the
general fund, the Perkins fund has supplied the funding needed to purchase the consumables
needed by the welding students. As consumables such as gasses, metal, materials and machinery
accessories have increased; the welding program budget requirements have also increased. Lack
of funding would directly affect welding students in all courses. Every welding class offered
3
requires students to learn vital skillsets that directly require the use of consumable, in order to
pass the course. As seen through the CLO assessments, out of all the course learning objectives,
an average of 73% of CLO’s requires the use of consumables in order for the students to master
the learning objective. If funding was to be reduced, the success of the student learning outcomes
would decline, and students would not receive the opportunity to practice these skillsets.
Although funding has not had major negative effects on the program in the past, the program is
running so lean that unless future increased funding, student’s quality of learning will certainly be
compromised
In order to ensure a safe Lab environment and efficient student’s lab experience,
considering the complexity and the danger associated with each lab session, hiring of a
Laboratory Technician I will ease the constant constrains on faculty time and will help for a more
efficient interaction one on one student faculty contact. A total of 123 pieces of welding and
shop equipment are constantly monitored for maintained and repaired in order to ensure a
safe and efficient student lab routine. By fare the welding laboratory environment is the
most dangerous among other disciplines which already acquired the benefits of a Lab
Technician services. The result of ignoring tis recommendation is equivalent with
accepting an impending liability.
Due to specific welding laboratory capacity constraints, general enrollment capacity
figures are erroneous. These laboratory constraints are established for the safety of the
students and equipment usability, and must be adhered to. (Due to lab requirements for
the vocational study courses, a total of 24 students are assigned per time period of lab,
this is due to the number of welding stations in the laboratory, thus classes are nested to
form 6 nested groups to provide a maximum of 144 total students per semester) Taking
the average of all semester’s capacity the welding program averages 11.8% over capacity
during the past three years.
Example of Nested Classes
4
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
F1-8 (Resources Requested) to support your narrative.

What goals do you have for future program improvement?
1.
2.
3.
4.

Obtain more secured sustainable source of funding for the Welding Program
Foster stronger ties with local industry leaders
Update the curriculum
Foster articulation between the welding program and local High schools/ROP programs.
What ideas do you have to achieve those goals?
1. Make justifications through the budget committee for the need of sustainable secured
sources of funding for the program
2. Foster stronger ties with local industries through direct relationships/partnerships with local
industry leaders. Encouraging student employment through these relationships
3. Foster articulation between the welding program and local High schools/ROP programs by
promoting the Welding Program, and evaluation whether a dual student enrollment is
possible for credits.

What must change about the institution to enable you to make greater progress in improving
student learning and overall student success?
1. Hiring the Student assistant, Expert Professional, and the Tool Room Technician for the
second shift; would allow the faculty to focus more on student learning goals without having
to be heavily involved in the day-to-day operations needed to run the program.
5
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
2014-15
Budget
Requested
Classified Staffing (# of
positions)
No
Request
6,932.56 (Perkins
Fund) ( 3 Positions –
Student aid,
Professional Expert,
and Tool Room
Technician)
Supplies & Services
$45,000
22,155.11 (Perkins
Fund)
Technology/Equipment
$25.800
2,233.33(Perkins
Fund)
Other
TOTAL
70,800
2014-15 Budget
Received
35,005.00 (State
Lottery)
66,326.00
2015-16
Budget
Requested
2015-16
Budget
Received
8,000.00
(Tool Room
Technician
Salary TBD and
not included in
this budget
currently)
31,000.00
(Perkins)
35,000
(General Fund)
7,000 =
Services/repair
38,600.00
(Measure B
Funding)
84,600
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
The financial needs of this program are satisfied exclusively on the availability of Perkins fund
and State initiated funding through Lottery 1 & 2, with no financial help originating from the
college general fund. The allocation partially satisfied the purchasing of essential welding
consumables, accessories and maintenance needed to ensure proper lab activities for the
entire welding student body. The yearly expenditure allocation for consumable, industrial
gasses and equipment services averages just under $200.00 per student. For comparison the
price of one 50 lb. box of 232 welding Flux core wire, costs $177 each. How much we spent to
ensure the laboratory accommodation for one of our students was insufficient and has a
negative educational effect.
6
In the same time 2013-2014 welding shop operation cost for welding related items such as:
industrial welding gasses, welding rods, welding materials, welding metals, welding
accessories sand equipment services, jumped up 15 to 20 percent, substantially increasing
the limiting effects of our purchasing power thus adding additional strain to student’s ability
to fully accomplice the lab curriculum requirements.
If the cost of scrap metal donations received last academic year would be added to welding
budget expenses, an extra $25,000 should be added to yearly expenditure cost of running
this program.
More than in any other vocational discipline, student’s skill level can be achieved or improved
only through intense lab tasks repeatability supported by appropriate supplies at the time of
demand. A “onetime mid-year state supply funding” is a very welcoming event but
came too late for last semester students unable to benefit of it. Budget sufficiency
and dependability is one of the essential factors for this program to be able to sustain
the proper student skill development.
The funding that was received directly impacted/aided in the students learning. In
order for students to develop their welding skillsets, functional machinery needs to
be provided. Part of the staffing funding (Professional Expert) went to labor involved
in maintaining the equipment. Another necessity for student learning is for the
student to advance their skillset through repeating the lab welding tasks, this
requires a substantial amount of welding consumables and supplies. The funding
provided for Supplies and Services is liked directly to the progress of student learning
outcomes. Technology and Equipment was used to purchase equipment specifically
for lab safety. The remaining funding received for staffing (Student Assistant) went
into the safety of the students. The Student Aid assisted with the lab safety and
security of the students.
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?
The program already runs with funds under the requested amount. This had and it will have a
direct impact on student’s performance. The successes of these welding courses are strictly
tight to lab performance without which students will not be able to complete their
curriculum required laboratory tasks. The attainment of expected standards is directly
depended on relevant, consistent and proper funding. The inadequate program support will
severely handicap student’s learning objectives, their skills and will make them unsuitable in
the job market. Thus, lack of proper funding will directly negatively impact each students
learning experience and limit their academic growth and job readiness.
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:
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X No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once at
least once every three years.

Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
Last year assessment
is included
SUBMITTED
SUBMITTED
SUBMITTED
SUBMITTED
SUBMITTED
SUBMITTED
SUBMITTED
SUBMITTED
Not Offered this year
SUBMITTED
SUBMITTED
SUBMITTED
SUBMITTED
SUBMITTED
SUBMITTED
SUBMITTED
SUBMITTED
SUBMITTED
WELD 68
SUBMITTED
SUBMITTED
WELD 70
SUBMITTED
SUBMITTED
WELD 71
SUBMITTED
SUBMITTED
*List one course per line.
Add more rows as
needed.
WELD 63
WELD 64a
WELD 64b
WELD 65a
WELD 65b
WELD 66
WELD 67a
WELD 67b
WELD 69a
WELD 69b
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2-Years Prior
*Note: These courses
must be assessed in
the next PR year.
SUBMITTED
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
WELD 67A
Fall 2014
4
4
100%
Fall 2015
Dan Raveica
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 Prepare and complete 1 inch plate welds in 2G
position using the SMAW process
(CLO) 2: Identify common metals, metal alloys and their
properties.
Defined Target
Scores*
(CLO Goal)
75% of the class
score either 3 or
4
80% of the class
score either 3 or
4
Actual Scores**
(eLumen data)
A total of 80% of
the class scored
either 3 or 4
(46.7% scored 4,
33.3% scored 3,
6.7% scored 2,
13.3% scored 1)
A total of 86.7% of
the class scored
either 3 or 4 (80%
scored 4, 6.7%
scored 3, 13.3%
scored 2)
 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
9
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?
A total of 80% of the class scored either 3 or 4 (46.7% scored 4, 33.3% scored 3, 6.7%
scored 2, 13.3% scored 1). This course learning outcome is considered a success.
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?
Eighty percent of the students were able to correctly select the specific equipment needed
to perform the required weld and set it properly. Identify the required; electrode needed,
base metal selection, current type and polarity, and the appropriate manipulation
technique required, and adequately understand the specific individual functional
differences, and set up the equipment for its proper function. Forty six percent were also
able to correctly execute a one inch 2G position weld using the SMAW process.
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?
A total of 86.7% of the class scored either 3 or 4 (80% scored 4, 6.7% scored 3, 13.3%
scored 2). This course learning outcome is considered a success.
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?
All the students were able to understand the metals/ metal alloys and their chemical,
physical and mechanical properties. Eighty six percent were able to understand the
metals/ metal alloys and their chemical, physical and mechanical properties and how to
choose the proper welding process and understand the specific particularities of welding
the specific metal/alloy. Eighty percent of students were also able to control and modify
these particularities during the application of a task/project.
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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?
Greater emphasis on real life laboratory activities for individual students that showed a
need for added instruction was implemented, allowing a greater retention to students
struggling with the learning objectives
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?
Due to the repetitive nature of this learning objective, most students were able to master
this task early on in the semester. This learning objective is needed in order for the students
to perform a variety of required tasks, thus it is required that they master this learning
objective early on and maintain this learning objective throughout the semester.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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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.
Program: Welding Technology A.S. Degree

PLO #1: Upon the completion of the Chabot Welding Technology AS Degree Training,
students shall be able to demonstrate the proficiency needed to perform;
manufacturing, fabrication, maintenance and construction tasks to be in compliance
with the industrial norms, codes and standards. They should be able to apply their skills
and knowledge in a professional manner under minimum to no supervision.

PLO #2: Students completing the Chabot Welding AS Degree Training will be able to pass
the American Welding Society (A.W.S) tests in the appropriate areas of study.
What questions or investigations arose as a result of these reflections or discussions?
Upon varying levels of discussions it was determined that all the students were able to
correctly identify and use electrodes, flux-core wires, and welding consumables and identify
and select the appropriate welding power supplies for the flux and gas shielded welding
applications. Where varying levels of difficulty was found when students had to demonstrate
the ability to perform practical performance tests in 3G, 3F and 4G, 4F position, using one of
the three welding processes ( GMAW, GTAW, SMAW). These welding positions required
advanced welding skills. Due to the perishability nature of welding skills, progression of this
skill is only achieved through constant repetition of the task. This needed repetition due to
welding being a perishable skill needs to be taken in account when determinations are made
on how many times a student can take the course. Because of these varying levels of
difficulty on conducting the practical performance test, some students found it difficult to
pass the American Welding Society (A.W.S) tests.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
One key strength that allowed students to master their skillset was due to reception. The
greatest improvement has been seen through students taking similar classes, thus allowing
the necessary time to develop the required skillsets. Due to the specificity of the welding
skillset, the students not only need to fulfill the requirements of the program itself but also
the current requirements of the welding industry. For example, for a student to retain a
American Welding Society Certification Test, they must conduct welds within six months or
they will have to be recertified. Many of these students cannot afford the expensive
equipment or shop so their best option is to retake a welding course to maintain their
certificates.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
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Actions planned:
Fostering one-on-one interactions from student-to-student as well as from instructor-tostudent when needed.
Program: Welding Technology Certificate of Proficiency
 PLO #1: Upon the completion of the Chabot Welding Technology Certificate of
Proficiency training, students shall be able to demonstrate the qualifications needed to
gain interim welding positions required by the; manufacturing, fabrication, maintenance
and construction industrial activities. They should be able to apply their skills and
knowledge in a professional manner under supervision.

PLO #2: Students completing the Chabot Welding Technology Certificate of Proficiency
will be able to pass the American Welding Society (A.W.S) tests in the appropriate areas
of study.
What questions or investigations arose as a result of these reflections or discussions?
Upon discussions and reflection, the results indicate that the majority of the students were
able to correctly identify and use electrodes, flux-core wires, and welding consumables and
appropriately identify and select the welding power supplies and consumable best suited for
the welding applications required by welding job circumstances. With continued repetition,
students were able to demonstrate the ability to perform practical performance tests in 1G,
2G, 1F and 2F positions using one of the three welding processes mentioned below: SMAW,
TMAW or GMAW. The students that had some previous welding experience were able to
master this learning objective at a quicker pace. The 1G, 2G, 1F and 2F positions are easier to
work in and therefore students were able to master the skillset easier. More students were
also able to pass the American Welding Society (A.W.S) tests in 1G, 2G, 1F and 2F positions in
the appropriate areas of study.
What program-level strengths have the assessment reflections revealed?
Student repetition of the skillset during the laboratory hours has been a major determinant
on their success in achieving the learning objective. Also, tangible instructor examples on a
one-to- one basis with the student have proven to be of great aid.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Due to the success of this learning objective, no new actions will take place, but existing
strengths proven to be successful will be continued.
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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) YES
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? YES
4. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester YES
5. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester. YES
6. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester. 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
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Appendix E: Proposal for New and Ongoing Initiatives and Projects (Complete
for each initiative/project)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, Equity, BSC, College Budget
Committee
Purpose: The project will require the support of additional and/or outside funding.
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
The major initiative that would support our strategic plan would be to secure adequate
general funding for welding supplies. One major determination of a student succeeding in the
welding program, by gaining required skillsets, is being able to employ this skillset over and
over. This repeatability of achieving the task requiring the skillset, always requires
consumable resources, and is directly linked to the success of the student. This supports the
Strategic Plan Goal of “Increasing the number of students that achieve their educational goal
within a reasonable time..”
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 specific goal is to have 100% of the Welding Program Supplies, Accessories and Consumables
funded through a stable source directly stipulating funding for the welding program supplies,
accessories, and consumable; is acceptable.
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).
95% of the student learning outcomes requires the use of welding supplies, accessories and
consumables. To attain welding skillsets, students require repetitive actions, with in turn requires
adequate supply of needed accessories, consumables and supplies.
What is your action plan to achieve your goal?
Activity (brief description)
Relay the need of adequate funding through the program
review
Bringing attention of the Welding Program need at the
Budgetary Committee level, and College wide.
Target
Completion
Date
10/2015
Required Budget
10/2016
0
(Split out personnel, supplies,
other categories)
0
How will you manage the personnel needs? No additional personnel needs required
New Hires:
Faculty # of positions
Classified staff # of positions
15
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 Not Applicable
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name: (NOT APPLICABLE AT THIS TIME)
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”)
16
GOALS
Goal A:
Access
Goal B:
Course
Completion
/ Success
Rates
Goal C:
ESL/Basic
Skills
Success
Males
Foster Youth
Students with
disabilities
Low-income
Veterans
Goal D2:
Cert
Completion
Goal E:
Transfer
X
X
X
X
X
X
X
X
American Indian or
Alaska Native
Asian
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hispanic or Latino
Hawaiian or Pacific
Islander
White
Goal D1:
Degree
Completion
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
17
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
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)?
18
Appendix F1A: Full-Time Faculty Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data, and any other pertinent information. Data is available at:
http://www.chabotcollege.edu/programreview/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. You can
find the template for the spreadsheet here:
http://www.chabotcollege.edu/prbc/academicprogramreview.asp. Add your requests to your
spreadsheet under the 1000a tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested):
☐
Not Applicable –
No Requests at
this time
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 ___________
Criteria 1.
Percent of full-time faculty in department.
Fall 2012
Spring
2013
FTEF
(Temporary)
Not Applicable – No
Requests at this time
Not Applicable – No
Requests at this time
# of Contract
Faculty
Not Applicable – No
Requests at this time
FTEF (Contract)
Fall 2013
Name of Recently Retired Faculty (in last 3 yrs)
19
Spring 2014
Fall 2014
Date Retired
Criteria 2.
Semester end departmental enrollment pattern for last three years.
Fall 2012
Success
Rate:
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Not Applicable – No
Requests at this time
FTES:
Briefly describe how a new hire will impact your success/retention rates.
Not Applicable – No Requests at this time
2b. Librarian and Counselor faculty ratio. Divide head count by the number of full
time faculty. For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012
Spring 2013
Fall 2013
Spring 2014
Fall 2014
Not Applicable –
No Requests at
this time
Criteria 3.
Meets established class size.
Fall 2012
Spring
2013
Fall 2013 Spring 2014
Not Applicable –
No Requests at
this time
WSCH
FTES:
WSCH/FTES
If there are any external factors that limit class sizes, please explain.
Not Applicable – No Requests at this time
20
Fall 2014
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
Not Applicable – No Requests at this time
Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
 Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
 Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
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.)
Not Applicable – No Requests at this time
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.
Not Applicable – No Requests at this time
Criteria 7.
CTE Program Impact.
Not Applicable – No Requests at this time
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.
21
Degree/Certificate
# Awarded
2012-2012
AA requirement
2012-2013
2013-2014
Not Applicable – No
Requests at this time
GE transfer requirement
Declared major
Criteria 9.
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.
Not Applicable – No Requests at this time
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.
Not Applicable – No Requests at this time
22
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.
Not Applicable – No Requests at
Total number of hours requested and the type of contact hour:
this time
☐
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
23
Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
Audience: Administrators, PRBC, Classified Prioritization Committee
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please complete a separate Classified Professionals Staffing Request form for each position
requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a
separate Classified Professionals Staffing Request form must be completed for each position requested.
Add your requests to your spreadsheet under the 2000a tab and check the box below once they’ve
been added.
Please click here to find the link to the Classified Professional Staffing Request form:
http://www.chabotcollege.edu/prbc/APR/2016-17%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below once
you’ve done so. Submit your Classified Professionals Staffing Request form(s) along with your Program
Review Narrative and Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
2
☒
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
☒
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
24
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:
One student assistant is requested. The primary tasks/responsibilities of this student assistant will be
to increase safety in the lab environment.
Welding skillsets requires highly individualized and manual processes. Due to the nature of this
skillset, group learning is not usually optimal. The risk of accident occurrence increases due to the
fact that there is only one welding instructor overseeing an average of 24 students per session. The
ability to essentially have a second set of eyes monitoring student activities would greatly reduce the
risk of future student safety incidents.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
The request for one student assistant is in line with the Welding Course Learning Outcomes and the
Colleges Goals to provide a safe learning environment for the entire student body.
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):
☒
1
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
25
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans
and CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the
Faculty Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data at
http://www.chabotcollege.edu/ProgramReview/Data2015.asp
COURSE
WELDING 70
CURRENT
FTEF
(2015-16)
.30
ADDITIONAL
FTEF
NEEDED
.23
CURRENT
SECTIONS
2
ADDITIONAL
SECTIONS
NEEDED
1
CURRENT
STUDENT #
SERVED
46
ADDITIONAL
STUDENT #
SERVED
24
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
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 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.
26
Not Applicable – No Requests at this time
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Not Applicable – No Requests at this time
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?
A total of $66,000 annual requirement is needed Welding Supplies, Accessories and Consumables.
100% of all Welding Classes require these needed welding supplies, accessories, and consumables
(95% of all student learning outcomes require the use of these supplies, accessories and
consumables). In the past 15 years, the Welding program has not had budgetary support from the
general fund. The welding program, out of necessity; was sustained by the Perkins Fund. The
Perkins Fund stipulates the monetary support given by this fund is only to progress the
technological improvement in order to keep the student learning environment relevant to the
latest advancements seen within the Welding and Manufacturing Industry. Lack of compliance
with the State and Federal requirement will open the college up to auditing liabilities.
27
Appendix F6: Contracts & Services, Conference & Travel Requests [Acct.
Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for contracts & services and conference attendance, and to guide the
Budget and Staff Development Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the
name of the conference and location. Your rationale should discuss student learning goals and/or
connection to the Strategic Plan goal.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
1.
2.
There should be a separate line item for each contract or service.
Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
☒
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
Rationale:
 Services for the repair of a total of 125 pieces of Welding and Shop
equipment/machinery. Total amount requested: $7,000. Vendor is to be chosen in
accordance with the type of machinery that is to be serviced.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
 Each piece of equipment is required to be functional for all Student Learning Outcomes.
This is also a requirement for Course Learning Outcome as it is vital for the safety and
efficiency of the lab environment; in which 100% of the Welding Student Body takes part
in.
28
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests .If you're requesting
classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model
numbers that are our current standards. If requesting multiple pieces of equipment, please rank order
those requests. Include shipping cost and taxes in your request.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☒
EQUIPMENT tab (6000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
Please follow the link here to make your request and summarize below
http://intranet.clpccd.cc.ca.us/technologyrequest/default.htm
Machinery Request:
1. Manufacturer: BurnTables
Model: CNC Plasma, Router, Torch, and Engraver Table
Quantity: 1
Cost: $18,900
Justification: This machine would be used by all the welding program offers.
This machinery will reduce preparation time for materials in all classes.
Students will also use this machinery directly; developing programming
skillsets and applying drawing specifications in lab environment.
2. Manufacturer: Miller Electric
Model: Millermatic 252 MIG (208)/230V
Quantity 3
Cost: $2,900 each (Total: $8,700)
Justification: These two miller electric MIG machines will replace two
existing ESAB MIG machines because the ESAB machines are obsolete and
defective, causing safety liabilities.
3.
Manufacturer: Miller Electric
Model: Miller Dynasty 350 TIG Welder Complete Pkg
Quantity 1
Cost: $11,000 each
Justification: The Miller Dynasty 350 TIG Welder is includes upgraded
technology, giving the students experience with the latest technological
improvements required/experienced within the Welding Manufacturing
Industry.
29
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.
Not Applicable – No Requests at this time
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
Not Applicable – No Requests at this time
Briefly describe how your request supports the Strategic Plan Goal?
Not Applicable – No Requests at this time
30