Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: 3
Program: Ethnic Studies
Submitted on
Contact: Michael Thompson in
consultation with Christina Mendoza
and Andrew Pierson
FINAL 9/24/15
Table of Contents
___ Year 1
Section 1: Who We Are
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
___ Year 3
Section 1: What Have We Accomplished?
Section 2: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New and Ongoing Initiatives and Projects
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
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 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. Who We Are
Limit your narrative to no more than one page. Describe your program--your mission, vision,
responsibilities and the goals of your area. How does your area support the college? What impact do
you have on student learning? Describe the number and type of faculty in your area.
2. Where We Are Now
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.
As you enter a new Program Review cycle, reflect on your achievements over the last few years. What
did you want to accomplish? What are your Student Learning Outcomes (SLOs) and Service Area
Outcomes (SAOs), and what progress have you made toward achieving them? What are you most proud
of?
Reflect on your curriculum as well as your success, retention, and enrollment data. What trends do you
observe? Do you see differences based on gender and/or ethnicity? Between on-campus and online or
hybrid online courses? Provide comparison points (college-wide averages, history within your program,
statewide averages).
Discuss other important trends that will have a significant impact on your unit over the next three years.
Those could include technology, facilities, equipment, and student demand.
Describe how changes in resources provided to your area have impacted your achievements. 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 F1-8 (Resource Requests)
as relevant to your needs to support your narrative. Limit your narrative here to one page and reference
appendices where further detail can be found.
1




Over the next three years, what improvements would you like to make to your program(s) to
support student learning outcomes, equity, and/or the College Strategic Plan Goal?
What steps do you plan to take to achieve your goals? Describe your timeframe.
Would any of your goals require collaboration with other disciplines or areas of the college?
How will that collaboration occur?
What support will you need to accomplish your goals? (Complete Appendices and Resource
Request spreadsheet.)
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 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 Progress Have We Made?
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 inform future
budget decisions. In your narrative of two or less pages, address the following questions:
 What were your previous Program Review goals?
 Did you achieve those goals? Specifically describe your progress on the goals you set for student
learning, program learning, 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, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, 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 F1-8 (Resources
Requested) to further detail your narrative. Limit your narrative here to one page and reference
appendices where further detail can be found.
 What initiatives or projects are or could be underway to support student learning outcomes,
equity, and/or the College Strategic Plan Goal?
2
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:
 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 student learning, program learning, equity, and Strategic Plan
achievement.
 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.
 Are these best practices replicable in other disciplines or areas?
 What were your greatest challenges?
 Were there institutional barriers to success?
 Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.).
-Over the past three years, Ethnic Studies has achieved little or no progress. While affiliated faculty have
strived and succeeded in keeping the program afloat, no real movement has been achieved in developing
the program. This lack of progress is due, largely, to the absence of any full-time faculty with both the
time and expertise to devote to this project. Indeed, it appears that the college has never had a full-time
instructor of Ethnic Studies.
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Point #1:
Strengthen a Pathway to Graduation:
A modest increase in allocation supporting just a few additional sections of courses will allow the
Ethnic Studies major to function as a viable and attractive pathway to degree and transfer.
FTEF allocation to Ethnic Studies remains low. No more than two total classes (usually one) have been
taught in any one semester since Spring 2013. Before Spring 2013, Ethnic Studies 1 (Introduction to
Ethnic Studies) had not been taught for several semesters. From the Spring Semester 2013 to the Spring
Semester 2015 (five semesters excluding summers), Chabot College offered seven Ethnic Studies classes.
Certainly, over this time period, courses in affiliated with the program were offered. There is, however,
no sustained coordination between these affiliated disciplines and the Ethnic studies program. At the
present time, there is one part-time faculty member who teaches one section of Ethnic Studies 1
(Introduction to Ethnic Studies). This course is offered in the evening. In the Spring Semester 2016, the
division hopes to offer one section of Ethnic Studies 2 (Ethnic Families) during daytime hours of
instruction. The current ratio of Full-time to Part-time faculty at Chabot is zero to one.
To establish points of comparison, Berkeley City College is offering more Ethnic Studies classes this
semester (Fall 2015) alone (7) than the total number Chabot has offered since the Fall 2012 semester (6).
The Peralta colleges each routinely offer dozens of Ethnic Studies classes each semester. Chabot has
three Ethnic Studies courses listed in its college catalog. Berkeley City College has nine. Ohlone College
has seven. San Jose City College has six. Merritt College has fifty-five. This lack of depth, breadth and
consistent offerings within the Ethnic Studies program at Chabot College is not the result of a lack of
student interest in the program. Each semester an Ethnic Studies course has been offered at the college,
it has been fully or over –enrolled. From Spring 2013 to Spring 2015, Ethnic Studies 1 was enrolled at an
average rate of 103 percent, with a WSCH/FTEF productivity ratio of 681.00. Similarly, Ethnic Studies 3
(Muslims in America), taught in the Spring semesters of 2013 and 2014, enrolled at a rate of 101%, with
a productivity ratio of 668.57. These are not low-enrolled classes. These are classes that, despite little
institutional support and no promotion, have continued to garner unswerving student interest.
Given the very low number of offerings, determining a true measure of student success in these courses
is difficult. On average, however, students from Spring 2013 to Spring 2015 succeeded at an average
rate of 65 percent. This success rate, while below the college average, places the program within the
range of success rates observed in the Social Science Division over this same time period. Again, this
average rate of success for the program was achieved with little or no support (e.g student tutorial
services).
Point #2:
Increase retention and persistence by cultivating a more multi-culturally inclusive campus climate.
In her 2011 National Education Association research review, “The Academic and Social Value of Ethnic
Studies,” Christine Sleeter writes, “as national concern [has] shifted toward establishing curriculum
standards and systems of accountability, with a few exceptions, efforts to make texts and other curricula
multicultural [has] gradually subsided.” Has such a shift has occurred at this college? Ethnic Studies
offers the potential to address three of Chabot’s five college-wide learning goals (Global and Cultural
Involvement, Civic Responsibility and Critical Thinking). Numerous studies have found Ethnic Studies
curricula to foster community (Lewis, Sullivan, and Bybee 2006, Vasquez 2006) and aid learning of
complex concepts (Matthews and Smith 1994, Tyson 2002). Ethnic Studies-modeled curricula have also
shown encouraging results in Math, Science and English education. (Rickford 2001, Lee 1995 2001 2006
2007, Lipka 1991, Lipka, Hogan, et al. 2005, Lipka, Sharp, et al.2005) Limited evidence at the Chabot
College appears to support these findings. African American students in the Daraja Learning Community
4
and Chicano and Latino students in the Puente Learning Community take Basic Skills English (English 102)
with curricula modeled around their respective histories and cultures. Students in these classes
consistently succeed and persist at higher rates than their college counterparts outside these learning
communities.
Success Rates in ENG 102: African Americans in Daraja and non-Daraja Sections
Daraja
Non-Daraja
Fall 05
Cohort
48%
45%
Fall 06
Cohort
79%
51%
Fall 07
Cohort
49%
45%
Fall 08
Cohort
51%
43%
Fall 09
Cohort
90%
38%
Fall 10
Cohort
80%
55%
Fall 11
Cohort
66%
58%
Persistence Rates of Successful ENG 102 students in ENG 1A: African Americans from Daraja and nonDaraja Sections
Daraja
Non-Daraja
Fall 05
Cohort
Fall 06
Cohort
Fall 07
Cohort
Fall 08
Cohort
Fall 09
Cohort
Fall 10
Cohort
Fall 11
Cohort
100%
90%
100%
79%
95%
76%
88%
84%
86%
74%
94%
80%
95%
66%
Success Rates in ENG 102: Chicanos/Latinos in Puente and non-Puente Sections
Fall 01
Fall 01-04
Fall 06
Fall 07
Fall 09
Cohort
Cohort
Cohort
Cohort
Cohort
Puente
57%
66%
61%
64%
90%
Non-Puente
49%
57%
53%
50%
56%
Fall 11
Cohort
77%
60%
.
Persistence Rates of Successful ENG 102 students in ENG 1A: Chicanos/Latinos from Puente and nonPuente Sections
Fall 01
Fall 01-04
Fall 06
Fall 07
Fall 09
Fall 11
Cohort
Cohort
Cohort
Cohort
Cohort
Cohort
Puente
100%
97%
92%
90%
98%
95%
Non-Puente
75%
86%
89%
89%
82%
74%
As important as the potential gains for students of color offered by Ethnic Studies curricula, are the
opportunities to create cross-cultural pedagogies that creates community across race and ethnicity and
challenges long-held assumptions embedded in these categories of identity. To achieve this end will take
more than token inclusion in existing courses. It will take pedagogies and curricula that examine these
constructs in deep, systematic ways. Sleeter writes, “(s)imply infusing representation of racially and
ethnically diverse people into curriculum, based on the assumption that students will develop positive
attitudes by seeing diversity, makes only a marginal impact on students’ attitudes.” Rather, “democracy
outcomes” are the result of courses that purposefully and intentionally center diversity as the focus of
content, investigation and analysis and classroom discussion. Gurin, Dey, Gurin, and Hurtado (2003)
define these outcomes as including “commitment to promoting racial understanding, perspective taking,
sense of commonality in values with students from different racial/ethnic backgrounds, agreement that
diversity and democracy can be congenial, involvement in political affairs and community service during
college as well as commitment to civic affairs after college.” Ethnic Studies, then, has the potential (if
appropriately supported by the college) to serve the multiple purposes of increasing student success and
persistence and producing pedagogies and curricula that encourage cross-cultural empathy and civic
involvement.
5
B. 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?
 What ideas do you have to achieve those goals?
 What must change about the institution to enable you to make greater progress in improving
student learning and overall student success?
The revitalization of the program is not simply a matter of paying a faculty member to coordinate. This
program needs a full-time faculty member, currently expert in the field, provided with the resources and
time to:
(1) Complete the process of cross-listing classes that is currently underway. This activity will involve
meeting and coordinating with faculty members and deans across the college to establish
appropriate disciplinary “turf” ensuring the stability and staffing of cross-listed courses. In
addition, new cross-listed courses and adjustments to their already established counterparts will
have to be submitted to the Curriculum committee for approval. This approval should include
investigating the College Catalog for programs currently requiring proposed cross-listed classes
and, possibly, seeking out the appropriate adjustments to those programs.
(2) Develop new curricula reflective of the foundational needs of the program, the current state of
the field and the demographic make-up of the campus. Certainly, this process should involve the
development of new Ethnic Studies courses. There is, however, additional potential in the
program in its encouragement and facilitation of more curricula presented in cultural context.
Might the English classes in Daraja and Puente serve as models for other disciplines? What
might a Math class or a Biology class in cultural context look like?
(3) Coordinate with existing learning communities (e.g. Daraja, Puente, and CIN) to develop,
promote and administer cooperative programs, events and curricula that will be mutually
beneficial.
(4) Promote the Ethnic Studies program to support its expansion and increase the number of majors.
This step will likely involve coordination with other programs, on and off campus, in the staging
of campus events, the production of program literature, the development of service learning
opportunities and the monitoring of articulation and transfer requirements.
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
6
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
2015-16
Budget
Requested
2015-16
Budget
Received
2016-17
Budget
Requested
2016-17
Budget
Received
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
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.
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?
7
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:



No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once
at least once every three years.
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.
SLOs will be assessed and reported out later this semester. Coordination of Ethnic
Studies has, only recently, begun. The part-time faculty member currently
teaching within the program will complete the assessment and provide the data
necessary to complete this section of Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
Ethnic Studies !
This Year’s Program
Review
*CTL forms must be
included with this PR.
To be submitted when
assessed this semester
8
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
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
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)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
(CLO) 2:
(CLO) 3:
(CLO) 4:
 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?
9
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
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?
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?
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?
10
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
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?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
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?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
11
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?
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?
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 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: ______

PLO #1:

PLO #2:

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Program: _____
 PLO #1:

PLO #2:

PLO #3:

PLO #4:
13
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
14
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers. Write n/a if the
question does not apply to your area.
1. Have all of your course outlines been updated within the past five years?
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)
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
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
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.
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.
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
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.
15
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?
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”)
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).
What is your action plan to achieve your goal?
Target
Required Budget
Completion (Split out personnel, supplies,
other categories)
Date
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)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
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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:
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:
Goal B:
Goal C:
Goal D1:
Goal D2:
Goal E:
Access
Course
ESL/Basic
Degree
Cert
Transfer
Completion Skills
Completion Completion
/ Success
Success
Rates
Males
X
Foster Youth
Students with
disabilities
Low-income
X
X
X
X
17
X
X
Veterans
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
Hispanic or Latino
Hawaiian or Pacific
Islander
White
X
X
X
X
2) COLLABORATIVE PARTNERS
In what ways does your project include collaboration between academic and student services and/or
with the community? (Equity proposals that partner to reach target populations are prioritized over
proposals that do not)
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.
18
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)?
19
Appendix F1A: Full-Time Faculty Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data, and any other pertinent information. Data is available at:
http://www.chabotcollege.edu/programreview/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. You can
find the template for the spreadsheet here:
http://www.chabotcollege.edu/prbc/academicprogramreview.asp. Add your requests to your
spreadsheet under the 1000a tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested):
☐
1
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
CHABOT COLLEGE
CRITERIA FOR FILLING CURRENT VACANCIES
OR
REQUESTING NEW FACULTY POSITIONS
Discipline __Ethnic Studies_________
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
FTEF
(Contract)
0
0
0
0
0
FTEF
(Temporary)
0
100
100
100
100
# of Contract
Faculty
0
0
0
0
0
Name of Recently Retired Faculty (in last 3 yrs)
Ethnic Studies has never had a full-time faculty member
20
Date Retired
Criteria 2.
Semester end departmental enrollment pattern for last three years.
Success Rate:
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
No
courses
offered
65%
60%
82%
55%
0
4.4
4.1
4.6
4.7
FTES:
Briefly describe how a new hire will impact your success/retention rates.
Chabot College has never had a full-time Ethnic Studies faculty member.
Because few courses are consistently offered, success rates tend to fluctuate
significantly from semester to semester. Given the very low number of offerings,
determining a true measure of student success in these courses is difficult. On
average, however, students from Spring 2013 to Spring 2015 succeeded at an
average rate of 65 percent. This success rate, while below the college average,
places the program within the range of success rates observed in the Social
Science Division over this same time period. A full-time hire would bring stability
and growth to the program (including, for example, consistent office hours, the
development of learning support services and mentoring).
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
Criteria 3.
Fall 2012
Spring 2013
0
0
Fall 2013
Spring 2014
Fall 2014
Meets established class size.
Fall 2012
Spring 2013
Fall 2013 Spring 2014
Fall 2014
No
courses
offered
135.00
129.00
138.00
141.00
FTES:
4.40
4.10
4.60
4.70
WSCH/FTES
675.00
645.00
690.00
705.00
WSCH
If there are any external factors that limit class sizes, please explain.
21
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
See Critiera 5, tier 2.
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.)
Tier 2: Ethnic Studies is a degree-awarding program with no full-time faculty member.
Over the past several years, Ethnic Studies (overseen by affiliated faculty members) has
requested additional FTEF and a full-time Faculty hire. In order to move this program
beyond the life support status it has been surviving at for numerous years, a full-time
faculty member with expertise in the field must be hired.
To establish points of comparison, Berkeley City College is offering more sections of Ethnic
Studies classes this semester (Fall 2015) alone (7) than the total number Chabot has
offered since the Fall 2012 semester (6). The Peralta colleges each routinely offer dozens
of Ethnic Studies classes each semester. Chabot has three Ethnic Studies courses listed in
its college catalog. Berkeley City College has nine. Ohlone College has seven. San Jose
22
City College has six. Merritt College has fifty-five. This lack of depth, breadth and
consistent offerings within the Ethnic Studies program at Chabot College is not the result
of a lack of student interest in the program. Each semester an Ethnic Studies course has
been offered at the college, it has been fully or over –enrolled. From Spring 2013 to Spring
2015, Ethnic Studies 1 was enrolled at an average rate of 103 percent, with a WSCH/FTEF
productivity ratio of 681.00. Similarly, Ethnic Studies 3 (Muslims in America), taught in
the Spring semesters of 2013 and 2014, enrolled at a rate of 101%, with a productivity
ratio of 668.57. These are not low-enrolled classes. These are classes that, despite little
institutional support and no promotion, have continued to garner unswerving student
interest.
Given the very low number of offerings, determining a true measure of student success in
these courses is difficult. On average, however, students from Spring 2013 to Spring 2015
succeeded at an average rate of 65 percent. This success rate, while below the college
average, places the program within the range of success rates observed in the Social
Science Division over this same time period. Again, this average rate of success for the
program was achieved with little or no support (e.g student tutorial services).
Tier 3: Ethnic Studies 1 (Introduction to Ethnic Studies) currently fulfills the American
Cultures requirement where there is presently a bottleneck. A hire in this program could
alleviate this bottleneck in two ways: (1) Offering more sections of Ethnic Studies 1 and;
(2) Developing additional courses that could fulfill this requirement.
23
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.
The revitalization of the program is not simply a matter of paying a faculty member to
coordinate. This program needs a full-time faculty member, currently expert in the field,
provided with the resources and time to:
(1) Complete the process of cross-listing classes that is currently underway. This
activity will involve meeting and coordinating with faculty members and deans
across the college to establish appropriate disciplinary “turf” ensuring the
stability and staffing of cross-listed courses. In addition, new cross-listed
courses and adjustments to their already established counterparts will have to
be submitted to the Curriculum committee for approval. This approval should
include investigating the College Catalog for programs currently requiring
proposed cross-listed classes and, possibly, seeking out the appropriate
adjustments to those programs.
(2) Develop new curricula reflective of the foundational needs of the program, the
current state of the field and the demographic make-up of the campus.
Certainly, this process should involve the development of new Ethnic Studies
courses. There is, however, additional potential in the program in its
encouragement and facilitation of more curricula presented in cultural context.
Might the English classes in Daraja and Puente serve as models for other
disciplines? What might a Math class or a Biology class in cultural context look
like?
(3) Coordinate with existing learning communities (e.g. Daraja, Puente, and CIN) to
develop, promote and administer cooperative programs, events and curricula
that will be mutually beneficial.
(4) Promote the Ethnic Studies program to support its expansion and increase the
number of majors. This step will likely involve coordination with other
programs, on and off campus, in the staging of campus events, the production
of program literature, the development of service learning opportunities and the
monitoring of articulation and transfer requirements.
24
Criteria 7.
CTE Program Impact.
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate
# Awarded
2011-2012
2012-2013
2013-2014
AA requirement
GE transfer requirement
14
12
16
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.
In her 2011 National Education Association research review, “The Academic and Social
Value of Ethnic Studies,” Christine Sleeter writes, “as national concern [has] shifted
toward establishing curriculum standards and systems of accountability, with a few
exceptions, efforts to make texts and other curricula multicultural [has] gradually
subsided.” Has such a shift has occurred at this college? Ethnic Studies offers the
potential to address three of Chabot’s five college-wide learning goals (Global and
Cultural Involvement, Civic Responsibility and Critical Thinking). Numerous studies
have found Ethnic Studies curricula to foster community (Lewis, Sullivan, and Bybee
2006, Vasquez 2006) and aid learning of complex concepts (Matthews and Smith
1994, Tyson 2002). Ethnic Studies-modeled curricula have also shown encouraging
results in Math, Science and English education. (Rickford 2001, Lee 1995 2001 2006
2007, Lipka 1991, Lipka, Hogan, et al. 2005, Lipka, Sharp, et al.2005) Limited evidence
at the Chabot College appears to support these findings. African American students in
the Daraja Learning Community and Chicano and Latino students in the Puente
25
Learning Community take Basic Skills English (English 102) with curricula modeled
around their respective histories and cultures. Students in these classes consistently
succeed and persist at higher rates than their college counterparts outside these
learning communities.
Success Rates in ENG 102: African Americans in Daraja and non-Daraja Sections
Daraja
NonDaraja
Fall 05
Cohort
48%
45%
Fall 06
Cohort
79%
51%
Fall 07
Cohort
49%
45%
Fall 08
Cohort
51%
43%
Fall 09
Cohort
90%
38%
Fall 10
Cohort
80%
55%
Fall 11
Cohort
66%
58%
Persistence Rates of Successful ENG 102 students in ENG 1A: African Americans from
Daraja and non-Daraja Sections
Daraja
NonDaraja
Fall 05
Cohort
Fall 06
Cohort
Fall 07
Cohort
Fall 08
Cohort
Fall 09
Cohort
Fall 10
Cohort
Fall 11
Cohort
100%
90%
100%
79%
95%
76%
88%
84%
86%
74%
94%
80%
95%
66%
Success Rates in ENG 102: Chicanos/Latinos in Puente and non-Puente Sections
Fall 01
Fall 01-04 Fall 06
Fall 07
Fall 09
Fall 11
Cohort
Cohort
Cohort
Cohort
Cohort
Cohort
Puente
57%
66%
61%
64%
90%
77%
Non49%
57%
53%
50%
56%
60%
Puente
Persistence Rates of Successful ENG 102 students in ENG 1A: Chicanos/Latinos from
Puente and non-Puente Sections
Fall 01
Fall 01-04 Fall 06
Fall 07
Fall 09
Fall 11
Cohort
Cohort
Cohort
Cohort
Cohort
Cohort
Puente
100%
97%
92%
90%
98%
95%
Non75%
86%
89%
89%
82%
74%
Puente
26
Criteria 10.
Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your
request.
As important as the potential gains for students of color offered by Ethnic Studies
curricula, are the opportunities to create cross-cultural pedagogies that creates
community across race and ethnicity and challenges long-held assumptions embedded
in these categories of identity. To achieve this end will take more than token inclusion in
existing courses. It will take pedagogies and curricula that examine these constructs in
deep, systematic ways. Sleeter writes, “(s)imply infusing representation of racially and
ethnically diverse people into curriculum, based on the assumption that students will
develop positive attitudes by seeing diversity, makes only a marginal impact on
students’ attitudes.” Rather, “democracy outcomes” are the result of courses that
purposefully and intentionally center diversity as the focus of content, investigation and
analysis and classroom discussion. Gurin, Dey, Gurin, and Hurtado (2003) define these
outcomes as including “commitment to promoting racial understanding, perspective
taking, sense of commonality in values with students from different racial/ethnic
backgrounds, agreement that diversity and democracy can be congenial, involvement in
political affairs and community service during college as well as commitment to civic
affairs after college.” Ethnic Studies, then, has the potential (if appropriately supported
by the college) to serve the multiple purposes of increasing student success and
persistence and producing pedagogies and curricula that encourage cross-cultural
empathy and civic involvement.
27
Appendix F1B: Reassign Time Request(s) [Acct. Category 1000]
Audience: Administrators
Purpose: Provide explanation and justification for work to be completed. (Note: positions require job
responsibility descriptions that are approved by the appropriate administrator(s).)
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years,
student success and retention data, and any other pertinent information. Data is available at
http://www.chabotcollege.edu/programreview/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 1000b tab and check the box below once they’ve been
added.
Total number of hours requested and the type of contact hour:
☐
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
28
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):
☐
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)
29
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:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
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)
30
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
Ethnic
Studies 1
Ethnic
Studies 2
CURRENT
FTEF
(2015-16)
.2
ADDITIONAL
FTEF
NEEDED
.2
CURRENT
SECTIONS
2
ADDITIONAL
SECTIONS
NEEDED
2
CURRENT
STUDENT #
SERVED
90
ADDITIONAL
STUDENT #
SERVED
90
0
.4
0
4
0
180
The Ethnic Studies offerings of the college need to increase to sustain the program. Presently, one section of
one course is offered each semester. Each semester an Ethnic Studies course has been offered at the college, it
has been fully or over –enrolled. From Spring 2013 to Spring 2015, Ethnic Studies 1 was enrolled at an average
rate of 103 percent, with a WSCH/FTEF productivity ratio of 681.00. Similarly, Ethnic Studies 3 (Muslims in
America), taught in the Spring semesters of 2013 and 2014, enrolled at a rate of 101%, with a productivity ratio
of 668.57. These are not low-enrolled classes. These are classes that, despite little institutional support and no
promotion, have continued to garner unswerving student interest.
31
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.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
32
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?
33
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:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
34
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
35
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?
36