Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: 2ND YEAR
Program:
THEATER ARTS
Submitted on
OCTOBER 26TH, 2015
Contact: dhassan@chabotcollege.edu
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.
 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?
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.).
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?
Theater Arts Program Review
Year Two
Introduction:
Theater Arts seeks to stabilize our operating budget, so that we are not scrambling to find
funding for our most fundamental needs, mounting productions. We have been left to apply
for various funding sources, all of which are one-time monies with precarious futures.
Theater Arts continues to grow as the years pass—when asked for a “growth number,” 2 % was
the working estimate. Theater Arts is expanding its course offerings, and increasing support for
its productions. We continue to view our program as having two areas of focus—curriculum
and classroom effectiveness, and our season of shows, which currently consists of mainstage
productions, original plays in workshop productions, and theater for young audiences.
As you look at the Resource Request Spreadsheet, the following information is intended to be
a context for the requests, with background and explanations.
1. The district allots a budget for our production needs each academic year—these dollars
were cut roughly in half during the budget crisis and have remained stagnant ever since.
Mounting productions is central to our program, and productions cost money. First, we
must pay Royalties to do the show, this is the law. Royalties are on average 600.00 for
plays, and can run up to 3000.00 for musicals. We must be able to offer competitive
rates to our design team in order to hire qualified professional experts. The
professional experts we typically need to pay are:
 Set designer
 Lighting Designer
 Costume Designer
 Sound Designer
 Prop designer
 House Manager
 Photographer
 Assistant Builder/Scenic Artist,
 Videographer (for specific shows),
 Fight Choreographer (for specific shows)
 Choreographer (for specific shows)
 Vocal Director (for musicals)
Additionally, as a one - time need, we need a professional expert who can consult and
execute some technical upgrades in our control booth and back stage running crew
equipment.
2. Theater Arts is an active member in the Kennedy Center/American College Theater
Festival: Attached to this program review is an overall budget for this participation.
3. We have an ongoing, pressing need for increased storage for our set pieces. We often
need to re-use basic components of set building (this is standard industry practice), and
we have had to use outdoor space, jeopardizing safety and sustainability.
4. We need to increase our audience development for two obvious reasons: box office
receipts always assist with the cost of shows; moreover, we want to bring more
members of the community, including people who cannot afford commercial theater
tickets (running between 30 and 200 dollars per seat in the Bay Area), to our college to
engage in rich cultural events. We have set our goal of increasing our average number
of seats from its current 60 to 100 over the next 3 years.
a. We have consistently requested that the college have a publicist who can aid
us in reaching our marketing goals. We believe that hiring someone who has
this particular skill set is superior to handing the tasks to various classified
professionals over the years.
b. We need a strong website presence – this work is now underway with the
help of our webmaster who is working with the department coordinator. We
must have the ability to update the website often. Having superior materials
such as photos and videos is a must, and these require hiring the right
professionals to deliver these products.
c. We need online ticketing options: this is in the works with Vendini, but as of
this date, has not been made available.
d. We have sought Equity funds to assist in outreach to high schools for show
promotions, as well as recruitment. These funds help coordinate site visits
and perhaps more print materials.
e. We need to target market our shows – matching up content of the shows
with special organizations in the Bay Area, including church groups, senior
centers, community centers, special populations of minorities, the disabled,
veterans among others.
5. We need to hire a house manager and box office manager to handle the tickets and
coordinate the ushers, refreshments, and lobby upkeep.
6. We need a 450 seat theater that will support our community goals of presenting larger
shows with larger audiences to enhance the cultural life of southern Alameda County
and support our student success in a wider range of productions, particularly musicals
and shows with more spectacle in their design.
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 Royalties
Professional experts
TOTAL
2015-16
Budget
Requested
1
8000.00
1,000.00
10,000.00
$1,900
2015-16
Budget
Received
0
4,400.00
600.00
3000.00
$5,300
2016-17
Budget
Requested
0
2016-17
Budget
Received
0
11,000
1,200.00
25,000.00
$37,200
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.
Students in Theater Arts were able to participate in fully mounted productions, an integral part of
their major, their pathways, and therefore their success rates.
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?
Our shows have had limited design executions—students have not been able to see the extent of
design potential. Some students may drop out of theater productions when they realize that the
scope of the shows (the student originals?) when they cannot participate in a fully mounted
production of a certain time period or scale
B1 and C
We completed all of our SLOs and PLOs and closing the loop forms last year
when we worked extensive will with Robert Yest – all of our forms and data are
included in the SLOCAC data base on the SLOs web page.
THTR
10
(N/A) pp. 7-12
NA
1, 11, 12, 16A,
16B, 16C, 16D, 2,
3, 30A, 30B, 30C,
30D, 47A, 47B, None
47C, 47D, 48A,
48B, 48C, 48D, 6,
7, 8
No Longer Offered:
50, 50A, 50B, 50C,
50D
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers. Write n/a if the
question does not apply to your area.
1. Have all of your course outlines been updated within the past five years? YES
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or
won’t be taught in three years should be deactivated)YES
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? NO : We plan on bringing those courses back when our
enrollments and budgets increase.
4. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester YES
5. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester. YES
6.
Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester. YES
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? YES
8. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be. YES!
Narrative for part 2 of the question in YEAR TWO, “What progress have we made?”
We have several previous goals over the last few years—some of which have been
achieved, some of what have not. Our main achievement has been in student
pathways, developing our TCC work, outlining clearly what and when and how
students can stay in school and achieve their goals. Other goals have included
securing funding for necessary departmental programs, such as KC/ACTF
participation, increased funding for supplies, professional experts, royalties. (you
will see in this year’s PR, we state that we would not prefer to look for “outside”
funding for these necessary part of our program, and that our operating budget be
restored and stabilized.)
The strategic plan achievement is addressed above. As far as student learning and
program learning, we have angled aspect of our classroom work and production
rehearsals toward the program and student learning goals of team work, project
management, creativity and play, as well as critical thinking and analysis.
We are most proud of our students, achieving high levels of artistry, for being
recognized for their work at the Kennedy Center/American College Theater Festival,
and for supporting each other’s efforts in a community of creativity. One of the
strongest additions to our program is the securing of a skilled shop teacher, designer
and technical theater adjunct faculty member. We also produced and wrote a show
that explored the history of Hayward, which was partially sparked by a collaboration
with the Hayward Historical Society; it was informative and entertaining for the
public, as well as for some school audiences.
Some of the challenges we faced these past years have been the decrease in
resources in mounting productions, especially in the area of professional experts—
this is reiterated several times in our program reviews. Relevant data includes high
rates in efficiency, success and retention (80-90 %), a strong ratio of FT/PT
instructors (2/5). Our PLO/SLO assessments fall in line with our predictions and we
agree that our curricula addresses the central areas of the college-wide learning
goals, as well as the program goals within Theater Arts.
In the beginning of this school year – 2015-2016, we faced our most severe
challenge in the past 23 years: This will be documented and shared in the program
review for the following year, as we look back on this current academic year.
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?
Activity (brief description)
Target
Required Budget
Completion (Split out personnel, supplies,
other categories)
Date
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:
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
X
X
Students with
disabilities
X
X
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
Hispanic or Latino
Hawaiian or Pacific
Islander
White
X
X
X
X
X
2) COLLABORATIVE PARTNERS
In what ways does your project include collaboration between academic and student services and/or
with the community? (Equity proposals that partner to reach target populations are prioritized over
proposals that do not)
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
__ Yes __ No
2) Does your immediate administrator support this project?
__ No __ Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When did
this conversation take place and who was involved?
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
ACTIVITIES
Please list all the activities (A.1, A. 2, A.3, etc.) that you propose to do to reach your goal.
List activities by target date in chronological order.
Identify the responsible person/group for each activity, and who will be involved.
BUDGET
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)?
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):
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
CHABOT COLLEGE
CRITERIA FOR FILLING CURRENT VACANCIES
OR
REQUESTING NEW FACULTY POSITIONS
Discipline ___________
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
FTEF
(Contract)
FTEF
(Temporary)
# of Contract
Faculty
Name of Recently Retired Faculty (in last 3 yrs)
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:
FTES:
Briefly describe how a new hire will impact your success/retention rates.
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
WSCH
FTES:
WSCH/FTES
If there are any external factors that limit class sizes, please explain.
Fall 2014
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
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.)
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.
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.
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.
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)
Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
Audience: Administrators, PRBC, Classified Prioritization Committee
Purpose: Providing explanation and justification for new and replacement positions for full-time and parttime regular (permanent) classified professional positions (new, augmented and replacement positions).
Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please complete a separate Classified Professionals Staffing Request form for each position
requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a
separate Classified Professionals Staffing Request form must be completed for each position requested.
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):
13 pro experts
☐
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)
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:
In the complexity of maintaining a theater department, particularly in the area of mounting five theater
productions a year, as we do, there are a number of jobs that are well suited to a student assistant. The
individual, or individuals, who are hired for this position can gain great knowledge and insight in to how
producing theater and organizing a theater program works. Also, by having these tasks accomplished in
the department, there is great benefit to other theater students in seeing these necessary elements of
theater production brought to fruition. Workload would include, creating playbills for productions,
writing press releases for shows, helping with audience coordination, helping with social media and
advertising in general.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
The overall integrity of our theater department is shaped in large part by our theater productions.
Being a part of the performance of a play, or the technical development of a play, is ultimately what our
students seek. To execute these productions at the highest level we are able to attain, in keeping with
what the professional world looks like and the 4 year schools look like, it is necessary to have in place
the completion of the jobs listed above.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your
requests to your spreadsheet under the 2000b tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested):
☒
1
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
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.
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?
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)
25
Appendix F5: Supplies Requests [Acct. Category 4000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list additional/augmented funding requests for categories 4000. Do NOT
include conferences and travel, which are submitted on Appendix F6. Justify your request and explain in detail
the need for any requested funds beyond those you received this year.
Request and Rationale:
We are requesting $10,000 in supplies money to pay for supply needs for our theater productions.
Areas which need budget for supplies include: Theater sets, scenic painting, props, costumes.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area
outcomes (SAO’s) support this request?
The overall integrity of our theater department is shaped in large part by our theater productions.
Being a part of the performance of a play, or the technical development of a play, is ultimately what
our students seek. To execute these productions at the highest level we are able to attain, in
keeping with what the professional world looks like and the 4 year schools look like, it is necessary
to have sets, costumes, etc. that meet those expectations. Also, given that we have courses
specifically focused on the creation of these technical elements, these courses could not function
without the purchase of supplies.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your
requests to your spreadsheet under the 4000 tab and check the box below once they’ve been added.
☒
SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
26
Appendix F6: Contracts & Services, Conference & Travel Requests [Acct. Category
5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for contracts & services and conference attendance, and to guide the Budget and
Staff Development Committees in allocation of funds.
Instructions: Please list contracts and services. For conferences/training programs, including specific
information on the name of the conference and location. Your rationale should discuss student learning goals
and/or connection to the Strategic Plan goal.
Rationale for Contracts and Services:
DRY CLEANING – Each theater production uses many costumes. After each production, before being
returned to our costume stock, costumes must be dry cleaned. This is for their maintenance as well as
for hygiene. Cost runs about $2,000 a year for this service.
Rationale for Conferences and Travel:
Every year our theater department participates in the American College Theater Festival (A.C.T.F). This is
a national festival funded by the Kennedy Center in D.C. In February of each year, students are offered
the opportunity to attend a one week conference as part of the festival. One to three faculty members
accompany students on the trip. Participation in this trip exposes students to the theater work of other
students from around the country and gives them multiple opportunities to increase skill and knowledge
in the area of theater.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area
outcomes (SAO’s) support these requests?
Participation in the A.C.T.F. conference helps students become more knowledgeable and more focused
in the pursuit of their theater studies at Chabot. By being exposed to an outside world of serious theater
students and their work, our students gain great perspective on the work that they are doing. They are
able to observe others doing the same things we are asking of them – working collaboratively, working
intensely to develop theater in preparation for performance, etc. In addition, the conference offers
opportunities for our students to learn about and even audition for, potential transfer schools and work
opportunities.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your
requests to your spreadsheet under the 5000 tab and check the box below once they’ve been added.
☒
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
27
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please follow the link here to make your request and summarize below
http://intranet.clpccd.cc.ca.us/technologyrequest/default.htm
Summary of request and rationale:
We are currently making the effort to upgrade the technical operations of our theater control
booth. The primary focus for this is in the area of sound. We are doing this in order to keep up with
industry standard so that we can give our students proper training on the types of systems and
equipment they will face in the professional world, as well as at most 4 year institutions.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your
requests to your spreadsheet under the 6000 tab and check the box below once they’ve been added.
☒
EQUIPMENT tab (6000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
If you're requesting classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers
that are our current standards.
28
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
_x__ Space Need
___ Small Repair
___ Large Repair
__x_ Building Concern
_x__ Larger Facility Need
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
Facility Need #1: STORAGE – The Theater building is severely lacking in areas to store scenery, furniture,
props and costumes. Currently, because there essentially is no storage for furniture and set pieces, our stock
has to be set outside, where it gets destroyed by the elements. This is a waste of resources and time. Also,
our current storage for costumes is in a loft space that is unsafe, due to being a fire hazard, and up stairs that
are much steeper than code would allow. The proposal would be to build a storage building in the back lot
behind the theater building.
Facility Need #2: A 500 SEAT THEATER – Currently we have a theater that sits about 1,500 people and one
that sits about 200. These are both good spaces. However, they do not meet the needs of both the theater
department and the music department. The 1500 seat house is too big, and 200 works for many things, but is
small and is a limited space in how it can be used. 450 to 500 seats would be just right and give opportunity
for music to have the right size concert hall and for theater arts to have a performance space that gives much
more flexibility for performance.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
#1 STORAGE: - New storage space would first of all support the theater program by allowing us to maintain
stock of useful set pieces and costumes in a way that is effective and safe for the students to use. It would
also clear out clutter that accumulates in the scene shop and becomes an obstacle and a hazard for both
theater program use as well as use of the PAC for in house and rental clients.
#2 A 500 SEAT THEATER – Having this space would serve the entire campus community as well as the
surrounding communities of Chabot College. Uses for this space could include; college functions, concerts,
guest artists, rental to the public, theater department productions, large lectures. There have been cross
29
discussions between Music, Theater Arts and the PAC about this type of space. Some of the specifics of
what the space would look like would need to be worked out, but we are all in strong agreement that a
space like this would be a huge leap forward for the college.
Briefly describe how your request supports the Strategic Plan Goal?
#1 STORAGE – For one, having proper storage would allow us to keep things that have been built by
students, rather than throwing them away or letting them rot. This preservation will give students a
stronger sense of worth in their creative work. Also, having a proper storage space will give students a
better idea of how a theater is really supposed to be put together, giving them knowledge and awareness
that can serve them at a next level. Additionally, visiting prospective students, considering whether or not
Chabot is the right place for them to study theater, will see a space that is up to date, safe and organized.
#2 A 500 SEAT THEATER – A theater of this nature will be an exciting place for student to perform, giving
extra motivation to carry through on the path of being a theater student – or a music student or a comm
student, or any of the students who may find themselves performing from the stage, or sitting in the
audience. Every time we bring student in to the PAC, a 1,500 seat house, they get excited about
performing there, and disappointed to find out that we rarely put on theater department shows in there.
The reason being, the space is too large for our small program. Too many seats and too big a stage for use
to build scenery for. A 500 seat proscenium style space, such as most colleges throughout the country
have, would give students a large space they can perform in, while not being such a large space that it’s
not practical for the theater program to use. The same can be said for the music program. They currently
have two spaces that they use, one too small and the other, the PAC, too large.
30