Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: 1
Program: Music
(MUSA, MUSL, MUSP)
Submitted on 10/26/15
Contact: Timothy Harris
FINAL 9/24/15
Table of Contents
_X_ Year 1
Section 1: Who We Are
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
___ Year 3
Section 1: What Have We Accomplished?
Section 2: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New and Ongoing Initiatives and Projects
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
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.
Whether you are aiming for a degree in music, or wanting to develop your skills to work in the music
industry, or just further your understanding and appreciation of the musical arts, the Chabot College
Music Department offers courses to serve your every interest and need. The faculty is comprised of
accomplished performers, academics, composers, recording engineers, producers, and authors, who
offer their students exceptional instruction in one or more of our 50 courses in music literature, applied
music, recording and technology and performance ensembles.
To aid in the positive development of the whole person the music faculty and curriculum pursue the
following goals:
1 To provide an environment in which performance, composition, musical literacy and technology are
integrated. The synthesis of these elements will prepare the student for a musical career as a performer,
writer, teacher, producer, engineer, or business person.
2 To offer a coherent musical education curriculum that provides knowledge and understanding of all
musical forms and styles. Students should be able to recognize the importance of music to their society
and enable them to have a more informed worldview.
3 To recognize music as a multi-cultural and multi-national Art which fosters, through its
performance, a respect for the diversity of all peoples, beliefs, and expressions.
4 To help students to see education as a learning process which permits one to see and think clearly
and that this process is of greater importance than the transfer of information from teacher to student.
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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.
We have assessed and closed the loop of all CLO’s and PLO’s for the MUSA, MUSL and MUSP
courses. Success rates in the MUSA (applied music courses) are lower on average than in the other
areas. We have found within the MUSA courses that students concurrently enrolled in MUSA and MUSP
course achieve at a much higher rate. The enrollment data provided by the institutional research office
supports are CLO and PLO assessments.
The music courses for the past three years have a 99.25% fill rate (95% MUSA, 107% MUSL, 104% MUSP
and 91% MURT). This is above the college average of 94%. Our WSCH/FTEF is 531.32 (333.63 MUSA,
845.41 MUSL, 400 MUSP and 545.23 MURT). For this same three-year period, our totals are again above
the college average of 507.16 WSCH/FTEF. We have demonstrated that we are a productive
department. In order for this to happen, it is a delicate balancing act with offering highly productive
MUSL courses to off set the lower class sizes of MUSA courses and instrumentation limitations with
MUSP ensemble courses.
We are once again above the college average with success rates based on gender. For females we are at
72% (college average is 70%) and males 76.66% (college average 71%). Our success rates are the highest
in the MUSL area (84% female, 92.5% male) and lowest in the MUSA area (56% female, 63% male). The
courses with the lowest rates are MUSA 20A (Guitar I), 22A (Piano I), 23A/B (Voice I/II). Latinos show a
high rate of withdrawal and African-Americans and Multi show high non-success rates. In order to assist
these students, the music area has revised our curriculum and required a prerequisite of MUSL 6 (Basic
Music Skills) before students can enroll in these courses. We believe with this intervention we will see
success rates rise in this area and the targeted demographic.
Our online courses are amongst the most successful in the college with a success rate of 83% compared
to the college average of 62%. We have developed intensive, 8-week short-term courses during the fall
and spring, and 5 and 6 week sessions during the summer. We have found that students prefer these
courses and we believe the success rates reflect this. We believe this is an area of growth for the
department with these courses producing a WSCH/FTEF of over 1000.
We currently updated all of our curriculum and degrees (Fall 2015) and offer an AA and AA-T in music
along with pending certificates in Music Recording and Technology (Fall 2016). We are undergoing
nationally recognized certification with NASM (National Association of School of Music) this year and will
have a site visit this May. NASM is an association of approximately 651 schools of music, primarily at the
collegiate level, but also including postsecondary non-degree-granting schools of music. It is the national
accrediting agency for music and music-related disciplines. The Association also provides information to
the public. It produces statistical research, provides professional development for leaders of music
schools, and engages in policy analysis.
The National Association of Schools of Music was founded in 1924 for the purpose of securing a better
understanding among institutions of higher education engaged in work in music; of establishing a more
uniform method of granting credit; and of developing and maintaining basic, threshold standards for the
granting of degrees and other credentials.
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A general statement of aims and objectives follows:
• To provide a national forum for the discussion and consideration of concerns relevant to the
preservation and advancement of standards in the field of music, particularly in higher education.
• To develop a national unity and strength for the purpose of maintaining the position of music
study in the family of fine arts and humanities in our universities, colleges, and schools of music.
• To maintain professional leadership in music training and to develop a national context for the
professional growth of individual musicians as artists, scholars, teachers, and participants in music
and music-related enterprises.
• To establish minimum standards of achievement without restricting an administration or school
in its freedom to develop new ideas, to experiment, or to expand its program.
• To recognize that inspired teaching may rightly reject a “status quo” philosophy.
• To establish that the prime objective of all educational programs in music is to provide the
opportunity for every music student to develop individual potentialities to the utmost.
With an increase in funding this current budget cycle, we are currently operating with a fiscally sound
supplies budget but would like to see these needs converted to line items as opposed to being funded
via restricted lottery funds. We are in need of funding for classified professionals and professional
specialists. An accompanist for the music area is a must and needs to be addressed in the upcoming
budget cycle. We feel this will be an area of concern and needs to be addressed in our upcoming
accreditation site visit. We have also requested a guest artist budget that is vital to our student’s musical
growth and is an access issue for many of our students. It is our hope that this can be funded with equity
funds via the arts gap. We continue to need improved WIFI access in building 1200 and are in need of
SARS machines and internet access for concerts in the Buffington Center. With advances in technology
in the music field this will be an area which we will need to continue to address and stay up-to-date.
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.
 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.)
Over the next three years one of our greatest challenges will be the new repeatability guidelines. To
improve in this area, we need to develop some non-credit ensemble courses for our life long
learner students and people coming back for job training. Many of our students enter the major at a
pre-college level. It can take them a year to gain the skills required to function in an ensemble
setting and perform effectively on their instrument. This is clearly seen in the MUSA area where
success rates in the music discipline are well below our average as well as the college average. The
improve upon this need to develop a basic skills program within the major to serve these students
(MUSA 20A, 21A, 23A). We revised MUSL 6 to align with C-ID descriptors and for the first time this
3
spring will be offering MUSL 28, Musical Structure and Songwriting course at 2.5 CAH to our nontraditional students. A full-time choral hire would greatly help in the area.
We also have the goal of better coordination with the counseling area. We would like to see a
counselor assigned to the music area with has a clear understanding of the courses, what is
required of the major and our AA, AA-T and certificates. Many of our students are in need of excess
unit cards, class over lap cards and need counseling in the GE area and in filing a degree plan.
We are also in need of developing a strategy to deal with studio hours, SARS tracking, instrument
checkout and inventory, applied lessons loads and lab monitoring. With the loss classified support
and reassigned time currently being funds as “temporary” for a music coordinator, a large hole has
been left in the program. In the music area, we have specialized lab spaces and equipment needs
that need to be addressed and supervised. We are in dire need of continued reassigned time for a
music department coordinator (3 CAH) to facilitate lab hour supervision, tracking of SARS data,
coordinating applied lessons loads and publicity/outreach to local schools and the community for
concerts and festivals.
We hope to become accredited with NASM (National Associate of Schools of Music) this spring. This
is a process with costs. We have discussed this with Dean Carla Walter as she is in full support. This
is very important to the music area and will need the support of the college and district.
4
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other: 5000 Acct
TOTAL
2015-16
Budget
Requested
2
38,500
16,432
16,000
2015-16
Budget
Received
0
38,500
16,432
1000
54932
2016-17
Budget
Requested
3
54,500
85,480
16,550
145,530
2016-17
Budget
Received
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
Supplies and services play a critical role in the music area. We have over $500,000 in musical
instruments and equipment and must maintain and service this equipment in a fiscally responsible
manner. This includes instrument repair, piano tuning, instrument maintenance, instrument
replacement when repairs become too costly, purchasing of sheet music for ensembles, etc. In many
cases if we were unable to supply instruments to students, they would not be able to enroll in our
courses as we are not allowed to charge a use fee and we cannot expect a student to purchase a
$15,000 instrument when they can barely pay their tuition. Our purchases and funding is very visible in
the community with our outreach and concerts. We have set our program and students up for success
with 21st century technologies needed in the work place.
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?
One of the main impacts to students has been the lack of open specialized music labs with the classified
staffing position not being funded. This is a slippery slope with the accounting of studio TBA hours
required in many of our courses. In some cases, with expensive instruments, if funding requests for
instruments are not fulfilled we will be forced to turn a student away, which creates an access issue for
students. The sharing of instruments creates and issues with OSHA and is not feasible. We have looking
into renting instruments and sheet music but in the long run we have found this to not be fiscally
responsible.
5
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.
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.
All Courses: MUSA,
MUSL, and MUSP
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
*Note: These courses
must be assessed in the
next PR year.
X
6
2-Years Prior
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
n/a
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?
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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?
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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.
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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?
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:
11
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?
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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? 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? 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? YES
6. Have you developed and assessed PLOs for all of your programs? 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 and no. It depends on
the course. With MUSL courses yes, with MUSA and MUSP courses no.
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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?
5a, 5c, Building pathways,
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”)
This is raising the lower success rate of CLO #3 and the artistry of our students.
What learning or service area outcomes does your project address? Where in your program review are
these outcomes and the results of assessment discussed (note: if assessment was completed during a
different year, please indicate which year).
What is your action plan to achieve your goal?
Target
Completion
Date
2016/17 yr
Activity (brief description)
Guest Artist Concerts
Required Budget
(Split out personnel, supplies,
other categories)
$12,500
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
X Other, explain Professional Expert
At the end of the project period, the proposed project will:
X Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Yes, explain:
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Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
X Yes, list potential funding sources: Arts Gap Equity Funding
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name: Guest Artist Residencies
Contact Name: Tim Harris and Jon Palacio
Division/Discipline/Program/Office: AHSS/Music
Contact info: (email, campus phone, and cell phone) tharris@chabotcollege.edu or
jpalacio@chabotcollege.edu
Check the student success indicator(s) your project will address
_X_ 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
__X_ 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
X
X
Students with
disabilities
X
X
15
X
X
Low-income
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) Each guest artist would provide clinics and mentoring to students and culminate
in a concert with the music students for the Chabot student body and community.
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
X Yes __ No In New Initiatives
2) Does your immediate administrator support this project?
__ No X Yes Yes, we are using Equity funds currently.
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? In meetings, concerts and clinics.
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
Improve the arts gap amongst minorities and underserved population.
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
See arts gap proposal submitted by Carla Walter. We also use surveys of the students and audience.
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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.
Surveys (AHSS office), clinics/master-classes (Music faculty), and concerts (all).
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
2 jazz artists at $2500 ea. for $5000
1 guest conductor at $2500
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)?
Access will be measured via the concert. Other outcomes will come form surveys and a clinic/masterclass.
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Appendix F1A: Full-Time Faculty Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data, and any other pertinent information. Data is available at:
http://www.chabotcollege.edu/programreview/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. You can
find the template for the spreadsheet here:
http://www.chabotcollege.edu/prbc/academicprogramreview.asp. Add your requests to your
spreadsheet under the 1000a tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested):
☒
1
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
CHABOT COLLEGE
CRITERIA FOR FILLING CURRENT VACANCIES
OR
REQUESTING NEW FACULTY POSITIONS
Discipline ___Music________
Criteria 1.
Percent of full-time faculty in department.
FTEF
(Contract)
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
2
2
2
2
2
2
2
2
2
2
FTEF
(Temporary)
# of Contract
Faculty
Name of Recently Retired Faculty (in last 3 yrs)
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Date Retired
Criteria 2.
Semester end departmental enrollment pattern for last three years.
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Success Rate:
MUSA 50
MUSL 76
MUSP 82
MUSA 52
MUSL 71
MUSP 86
MUSA 54
MUSL 74
MUSP 93
MUSA 69
MUSL 77
MUSP 92
MUSA 62
MUSL 78
MUSP 94
FTES:
Approx. 142
combined
Approx. 147
combined
Approx.147
combined
Approx. 122
combined
Approx. 122
combined
Briefly describe how a new hire will impact your success/retention rates.
We are in need of a full time hire to serve as the lead faculty member for the
choral area. We currently have an adjunct instructor overseeing this area however
due to load limits we are having to turn away students an audition for applied
lessons spots. A full time hire would increase WSCH/FTEF and FTES for the
area as well an improve retention and success rates in the MUSA area which has
a low success. We have seen that success rates in this area decline when a full
time instructor is not teaching the sequenced courses creating continuity with the
progression. With the music area going though national certification, Spring
2016, this is a full time hire that we as a college and our students need and
deserve.
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
Criteria 3.
Spring 2013
Fall 2013
Spring 2014
Fall 2014
Meets established class size.
Fall 2012
Spring 2013
Fall 2013 Spring 2014
Fall 2014
4273
4433
4421
3566
3664
FTES:
142.4
WSCH/FTES 779
147.8
780
147.4
778
122
556
122.1
548
WSCH
If there are any external factors that limit class sizes, please explain.
19
Yes. In ensembles the instrumentation of the ensemble determines size. In the
applied area labs and load factors determine class caps. With this new hire, we
would be able to increase WSCH/FTEF and FTES back to the 2012/2013 level by
offering increased caps in the choral area and by adding section of MUSL courses
which we are not able to staff due to load limit restrictions along with retention of
sequenced courses e.g. A in fall, B in spring.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
MUSL 2A-D, MUSA 23A/B, MUSA 40, MUSP 44, MUSP 45.
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 1: National Association of School of Music (NASM) recommendation
Tier 2: Bottleneck and gap. We are not able to serve the vocal students at the
same level as instrumental students. This has lowered our WSCH/FTEF and
FTES in the past few years.
Tier 3: There is not equity in the offerings for vocal students at Chabot.
20
21
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.
Enhance and existing one. This was a full time position we had at Chabot at one
time.
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
2012-2012
2012-2013
2013-2014
AA requirement
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.
22
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.
This is a specialized position that is best when taught by one person. If this is split
up between several adjuncts to help with load limits it is very difficult to find
someone just to some in and teach two lessons for .75 CAH a semester.
23
Appendix F1B: Reassign Time Request(s) [Acct. Category 1000]
Audience: Administrators
Purpose: Provide explanation and justification for work to be completed. (Note: positions require job
responsibility descriptions that are approved by the appropriate administrator(s).)
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years,
student success and retention data, and any other pertinent information. Data is available at
http://www.chabotcollege.edu/programreview/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 1000b tab and check the box below once they’ve been
added.
Total number of hours requested and the type of contact hour:
☒
3 CAH a semester
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
The Music Department is requesting a Music Coordinator position starting the Fall 2016 semester (currently
being funded only as temporary). In a ten year period, the Music Department has grown from 6 faculty
members to over 20, 4 ensembles to 11, 8 concerts a year to over 30, no applied lessons to lessons on every
instrument, and WSCH/FTEF from the 400’s to approaching 600 if a new hire is approved in the choral area. As
you can imagine, this has created an enormous amount of paper work and extra time to coordinate curriculum,
loads, lessons, concerts, facilities, spreadsheets, instrument checkout and inventory, work orders, media
services requests, purchase orders and requisitions, co-curricular accounts, studio hours, recruitment,
community activities, etc.
We propose the coordinator position to be 3 units of reassigned time per semester.
Music Coordinator duties:
 Department Course Offering Spreadsheet and Adjunct Loads
 Unit Plan and Program Review
 Capital Outlay Requests and Requisitions
 Media Services Requests
 Departmental Budget
 Applies lesson loads and room usage
 Scholarships
 Faculty Recital
 Chamber Music Concerts
 Coordinate 1200 facilities and PAC usage
 Instrument Inventory
 Locker Check-out
 Piano tunings and maintenance
 Coordinate Concurrent enrollment registration and ensemble concerts
 Tracking of SARS tba hours and compliance
24
The Music Coordinator position will play an important and integral role in our departments continued growth
and improvements. This position was funded at 4 CAH in 2007 and reduced to 3 CAH with cuts in 2009. It was
eliminated in 2011 due to budget cuts.
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):
1
☒
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
☒
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
25
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:
The two requested music student assistants are need to comply with studio hour course requirements,
concert ticket sales, front of house coordination and to support SARS tracking of TBA hours and check
out of equipment with Catherine Powell being moved from building 1100 to 400. This assistant will
report to the Music Coordinator (if funded), full-time music faculty, and Catherine Powell. In addition,
this assistant will help with music library cataloging, inventory and check-out.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Students need access to sheet music, instruments and concerts to complete these outcomes. The room
must be set-up prior to a rehearsal not to waste class time and to increase room usage restrictions.
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):
☒
2
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
26
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
MUSP 51
MUSP 42
MUSA 22
MUSL 1
MUSP 47
MUSA 21A
CURRENT
FTEF
(2015-16)
6.7
6.7
6.7
6.7
6.7
6.7
ADDITIONAL
FTEF
NEEDED
.4 for year
.2 for year
.2 for year
.4 for year
.20 for fall
.1 for fall
CURRENT
SECTIONS
0
0
0
7
0
1
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ADDITIONAL
SECTIONS
NEEDED
1 per sem
1 per sem
1 per sem
1 per sem
1 for fall
1 for fall
CURRENT
STUDENT #
SERVED
0
0
0
188
0
20
ADDITIONAL
STUDENT #
SERVED
48
48
20
88-120
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20
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):
☒
2
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.
1) Music Student Assistant
2) 2380 Professional Expert Jazz Guest Artist and 2380 Professional Expert Guest Conductor.
See Appendix F2B regarding the student assistant request.
See Appendix E1 regarding the professional experts
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
See Appendix F2B regarding the student assistant request.
See Appendix E1 regarding the professional experts
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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?
In order to access the SLO’s students need equipment to use, pianos tuned,
sheet music to ready/play, and all of it to be maintained. We currently have a
cracked leg on a $25,000 piano and another $25,000 piano that has a broken
string and sound board that will not hold pitch. Please understand to replace
a concert grand piano (which we own 7 of them) can run from $25,000 to
over $100,000 per piano. It would be fiscally irresponsible to not fund this
area at it current level or above.
29
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:
Conference attendance is important in the music field to stay up-to-date with new literature and
for professional growth. It is also import part of NASM accreditation for faculty to attend
conference and to present at them. We are requesting funding for each full-time faculty member
to attend the conference specific to their area of expertise.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
It is essential in a field that is very much or the “now” that we are giving our students cutting edge
repertoire in ensembles and that we are receiving training in the latest technologies at these
conferences as this is a major trend in the music field.
30
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
Our field is always evolving and technology is one of the major components. Many new
piece of literate incorporate technology and applied music is using Smart music to track
students progress and for testing. To offer our students this technology and these resources
requires software and hardware be keep to go date and purchased as the program grows.
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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): Music Buildings
Building/Location:
Type of Request
___ Space Need
_X_ 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.
Due to the music building having sound door, WIFI does not work well in many of the rooms. WAPS
need to be installed in the rehearsal and lecture rooms.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
Use of technology in the classroom.
Briefly describe how your request supports the Strategic Plan Goal?
It allows for rehearsal and lectures and the building to function how it was intended to.
32