Chabot College
Academic Services
Program Review Report
2016-2017
Year in the Cycle: ONE
Program: Health
Submitted by: Begoña Cirera Perez
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
Required Appendices:
A: Budget History (N/A)
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 (career pathways stuff with health
and nutrition)
F1A: New Faculty Requests*
F1B: Reassign Time Requests (N/A)
F2A: Classified Staffing Requests (N/A)
F2B: Student Assistant Requests (N/A)
F3: FTEF Requests
F4: Academic Learning Support Requests (N/A)
F5: Supplies Requests (N/A)
F6: Services/Contracts and Conference/Travel Requests (N/A)
F7: Technology and Other Equipment Requests (N/A)
F8: Facilities (N/A)
YEAR ONE
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.
The discipline of Health is composed of the following courses: Introduction to Health
(Health 1); Women and Health (Health 4); Human Sexuality (Health 8); Healthy Weight Loss
(Health 16); and the Science of Nutrition (Nutrition 1). Our small, but very productive discipline
has one F/T faculty member and no actual degree/program associated with it. Overall, our classes
successfully help our students fulfill their General Education requirements for several degrees on
campus, and for transferring to other schools.
We are a discipline without a program. Although we have 2 F/T faculty, one has much of
her time reassigned and does not teach classes F/T, as a result the discipline feels as if we only
have one F/T faculty and many P/T. We offer on-campus, online, hybrid, and evening classes to
fulfill the needs of our vast myriad of students. We also offer PACE (Program for Adult College
Education) health courses, and FYE (First Year Experience) health courses, to help students
transfer in a timely manner. A new program has started on campus (Career Pathways) and we are
on board collaborating with the Health Pathways, teaching Health 1, and by introduction students
to careers in the Nutrition field through students’ poster sessions (students teaching students).
This past academic year alone (Fall 2014, Spring 2015 and Summer 2015) we offered thirty-two
sections of Health 1, our most popular course, three sections of Health 4, three sections of Health
8, two sections of Health 16, and twelve sections of Nutrition 1. Many of our faculty is capable
of working extra hard to accommodate more students than our normal 44-student classroom. The
campus benefits as we bring in more business, and the student who needs a class also benefits.
Lastly, our faculty help relief the “bottle necks” that some of our courses cause as much as
possible, but looking ahead, we will need a new F/T faculty member that can be teaching classes
F/T.
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.
Our success rates are still above the college’s average. This is something to be proud of, as well
as serving so many students (thousands) per academic year. African Americans improved the
most, followed by Latinos and Filipinos, in courses offered by this discipline. We can observe
that students who have higher English skills have higher success rates than those who lack this
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3
basic skill. Students in Health 1 who had the highest English level skills (English 1A) had an
overall success rate of 82%, as opposed to those that had not had English courses at Chabot, who
had success rates of 63%. We see similar success rates based on English skills throughout all
courses in this discipline. Our accomplishments, therefore, include 1) increasing success rates of
our students to 73%, substantially higher than the overall Chabot student average success rate of
65%; 2) Increasing success rates of African American students by 63% (up from 51% three years
ago) and above the Chabot average of 51%; 3) After assessment of SLOs, on average, seventy-six
percent of students were able to successfully meet one of our PLOs; and eighty-nine percent were
able to successfully score the highest on our second PLO. Hence, our CLOs have been successful
after assessing and discussing SLO results.
One of the biggest challenge that I foresee is that this discipline is composed of mostly Adjunct
faculty, and we need to add more classes as the demands increase. Without another fully
dedicated F/T faculty, this will be very hard to do, especially in the area of Nutrition Science, as
we need a degree-specific Nutrition professor to teach these classes. Additionally, having all
discipline faculty to work together, to discuss and assess SLOs and CLOs for courses is almost
impossible, as most of our health courses are taught by adjunct faculty, hence it is difficult to
coordinate time outside of class to complete such time-consuming activities. It was also
challenging to have faculty enter class results on eLumen, since faculty already have much
academic work to complete, and Adjunct faculty do not get paid extra to do this work.
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.
As a one-man band discipline, the only change I would like to make would be to add an actual
program to the discipline. This takes extra time to work on curriculum, and that is the biggest
barrier now, as this work cannot be expected of Adjunct faculty. It is hard to juggle 300+ students
per semester and work on curriculum. In addition, we would require a new F/T Nutrition faculty
to help students actually complete the program (dietetics).
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4
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.
A.
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.
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5
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
Health 1/Health 8/Health 16
Fall ‘13/Fall ‘14/Spring ‘15
11/2/1
3/2/1
50/100/100
Fall 2014/Spring 2015/Fall 15
C. Calcagno, K. Grace, C. Loft
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 – Health 16
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: Develop an action plan for a healthy behavior
change that will improve risk factors for weight-related
health conditions.
75%
100%
(CLO) 2: Identify and improve personal health
behaviors that contribute specifically, to heart disease
risk.
75%
100%
(CLO) 3: Demonstrate ability to analyze how physical,
emotional, and spiritual health relate to and influence
behavioral choices.
75%
100%
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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?
All of the students assessed have developed an action plan that includes the necessary
components to result in improving risk factors for weight-related health conditions.
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?
Improving your diet and regular physical activity are components of healthy weight
loss, which will result in a decreased risk of health problems prevalent in our culture.
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?
All of the students assessed were able to identify and improve personal health
behaviors that contribute, specifically, to heart disease risk.
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?
Adding physical activity, increasing fiber intake by eating more plant products,
developing positive stress coping mechanisms, and nurturing good relationships are
practices that can help decrease cardiovascular risk markers.
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?
All students were able to demonstrate ability to analyze how physical, emotional, and
spiritual health relate to and influence behavioral choices.
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?
Energy level, stress, mental/emotional factors like depression and anxiety, and selfcompassion are some contributors that impact the choices our students make. When
students are aware of this, they can be more mindful to make choices that influence
their weight, and overall health, in a positive way.
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7
Part I: Course-Level Outcomes – Data Results – Health 8
Defined
Target
Scores*
(CLO
Goal)
Actual
Scores**
(eLumen
data)
(CLO) 1: Students will be able to evaluate and formulate a
sound understanding of the physiological and psychological
aspects of sexual health in our contemporary society, based on
historical perspectives and current issues.
70%
87.5%
(CLO) 2: Students will be able to evaluate and formulate the
interrelationships of attitude and behavior as they relate to
sexual well-being and sexual integrity.
70%
82.4%
Consider The Course-Level Outcomes Individually (the
Number of CLOs will differ by course★)
Part II: Course- level Outcome Reflections
B.
Course-Level Outcome (CLO) 1:
2. How do your current scores match with your above target for student success in this
course level outcome?
87.5% has achieved the target goal of 70%.
3.
Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Curricular and pedagogical improvements have resulted in above satisfactory student
performance. Eg.: exams, and required written work have been helpful in achieving
these successes.
C. Course-Level Outcome (CLO) 2:
2. How do your current scores match with your above target for student success in this
course level outcome?
82.4% achieved the target goal of 70%
3.
Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Guest speakers who focused on the topics of gender identity, transgenderism, sexual
orientation, and personal identity helped formulate the atmosphere of understanding
and tolerance for different lifestyles.
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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?
Through collaboration amongst experts in the area of sexuality, the course pedagogy
and assessments have been current.
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?
Although the Health faculty is satisfied with the current student learning
outcomes performance data, we are committed to further increase student
success and retention. We will continue to work on dynamic ways to do so and
change the course structure accordingly.
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: N/A (see answer for “WHO WE ARE” )
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11
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
1.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
1.Have all of your courses been offered within the past five years? YES. If no, why
should those courses remain in our college catalog?
1.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.
1.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. No. (Nutrition 1 was
supposed to be assessed this past academic year. Since November of 2014, the F/T faculty
who teaches this course has been on maternity leave until August 2015. I am hoping that I
can catch up with this work by the end of this semester, and before the beginning of
Spring 2016.
1.Have you developed and assessed PLOs for all of your programs? N/A
1.If you have course sequences, is success in the first course a good predictor of success
in the subsequent course(s)? N/A
1.Does successful completion of College-level Math and/or English correlate positively
with success in your courses? YES! If not, explain why you think this may be.
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Appendix E: Proposal for New and Ongoing Initiatives and Projects
(Complete for each initiative/project) (N/A)
N/A
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.
Please, note that the formatting of this file is not mac-friendly. It is very hard to change. I have
attached a spreadsheet with the F/T faculty request, as well as adding the spreadsheet copy
below:
STAFFING REQUESTS (1000) FACULTY
Faculty (1000)
Position
Description
F/T Faculty Nutrition
Division/Unit
Priority #1 Priority #2 Priority #3
Health/Kine/Athletics
X
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
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CRITERIA FOR FILLING CURRENT VACANCIES
OR
REQUESTING NEW FACULTY POSITIONS
Discipline ____Health_______
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
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014
FTEF
(Contract)
FTEF (Temporary)
# of Contract Faculty
Spring 2013 Fall 2013 Spring 2014 Fall 2014
FTEF (Contract)
FTEF
(Temporary)
# of Contract Faculty
Fall 2013 Spring 2014 Fall 2014
FTEF (Contract)
FTEF
(Temporary)
# of Contract Faculty
Spring 2014 Fall 2014
FTEF (Contract)
FTEF (Temporary)
# of
Contract Faculty
Fall 2014
FTEF (Contract)
FTEF (Temporary)
# of Contract
Faculty
FTEF (Contract)
FTEF (Temporary)
# of Contract
Faculty
FTEF (Contract)
FTEF (Temporary)
# of Contract
Faculty
FTEF (Temporary)
# of Contract Faculty
FTEF (Temporary)
# of Contract Faculty
FTEF (Temporary)
# of Contract Faculty
FTEF (Temporary)
# of Contract Faculty
FTEF (Temporary)
# of Contract Faculty
FTEF (Temporary)
# of Contract Faculty
FTEF (Temporary)
# of Contract Faculty
# of Contract Faculty
# of Contract Faculty
# of Contract Faculty
# of Contract Faculty
# of Contract Faculty
# of Contract Faculty
# of Contract Faculty
Name of Recently Retired Faculty (in last 3 yrs) Date Retired
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:
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014
Success
Rate:
FTES:
Spring 2013 Fall 2013 Spring 2014 Fall 2014
Success
Rate:
FTES:
Fall 2013 Spring 2014 Fall 2014
Success Rate:
FTES:
Spring 2014 Fall 2014
Success Rate:
FTES:
Fall 2014
Success Rate:
FTES:
Success Rate:
FTES:
Success Rate:
FTES:
FTES:
FTES:
FTES:
FTES:
FTES:
FTES:
FTES:
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16
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 Spring 2013 Fall 2013 Spring 2014 Fall 2014
Spring 2013 Fall 2013 Spring 2014 Fall 2014
Fall 2013 Spring 2014 Fall 2014
Spring 2014 Fall 2014
Fall 2014
Criteria 3.
Meets established class size.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall
2014
WSCH
FTES:
WSCH/FTES
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall
2014
WSCH
FTES:
WSCH/FTES
Spring 2013 Fall 2013 Spring 2014 Fall
2014
WSCH
FTES:
WSCH/FTES
Fall 2013 Spring 2014 Fall
2014
WSCH
FTES:
WSCH/FTES
Spring 2014 Fall
2014
WSCH
FTES:
WSCH/FTES
Fall 2014
WSCH
FTES:
WSCH/FTES
WSCH
FTES:
WSCH/FTES
WSCH
FTES:
WSCH/FTES
FTES:
WSCH/FTES
FTES:
WSCH/FTES
FTES:
WSCH/FTES
FTES:
WSCH/FTES
FTES:
WSCH/FTES
FTES:
WSCH/FTES
FTES:
WSCH/FTES
WSCH/FTES
WSCH/FTES
WSCH/FTES
WSCH/FTES
WSCH/FTES
WSCH/FTES
WSCH/FTES
If there are any external factors that limit class sizes, please explain.
Criteria 4.
PAGE
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
18
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 5.
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20
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
requirement
GE transfer requirement
AA
# Awarded
requirement
2012-2012 2012-2013 2013-2014
2012-2012 2012-2013 2013-2014
requirement
2012-2012 2012-2013 2013-2014
requirement
AA requirement
AA requirement
2012-2012 2012-2013 2013-2014
requirement
2012-2013 2013-2014
2013-2014
AA requirement
GE transfer requirement
GE transfer requirement
GE transfer requirement
GE transfer requirement
GE transfer requirement
Declared major
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22
GE transfer
GE transfer
GE transfer requirement
GE transfer requirement
GE transfer requirement
GE transfer requirement
GE transfer
GE transfer
AA requirement
AA requirement
AA requirement
AA requirement
AA requirement
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.
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24
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)
Summary of hours requested completed in Program Review Resource Request Spreadsheet (please
check box to left)
Summary of hours requested completed in Program Review Resource Request Spreadsheet (please
check box to left)
Summary of hours requested completed in Program Review Resource Request Spreadsheet (please
check box to left)
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 fulltime 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/201617%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below
once you’ve done so. Submit your Classified Professionals Staffing Request form(s) along with
your Program Review Narrative and Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
Separate
Classified Professionals Staffing Request form completed and attached to Program Review for each
position requested (please check box to left)
Summary of positions requested completed in
Program Review Resource Request Spreadsheet (please check box to left)
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)
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)
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)
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)
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26
Summary of positions requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
Summary of positions requested completed in Program Review Resource Request Spreadsheet (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:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or
service area outcomes (SAO’s) support this request?
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Add your requests to your spreadsheet under the 2000b tab and check the box below once
they’ve been added.
Total number of positions requested (please fill in number of positions requested):
Summary of positions requested completed in Resource Request Spreadsheet (please check box to
left)
Summary of positions requested completed in Resource Request Spreadsheet (please check box to
left)









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 CURRENT FTEF
CURRENT FTEF
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28
(2015-16) ADDITIONAL FTEF NEEDED CURRENT SECTIONS ADDITIONAL
SECTIONS
ADDITIONAL FTEF NEEDED CURRENT SECTIONS ADDITIONAL SECTIONS
CURRENT SECTIONS ADDITIONAL SECTIONS
ADDITIONAL SECTIONS
NEEDED CURRENT STUDENT # SERVED ADDITIONAL STUDENT #
SERVED
CURRENT STUDENT # SERVED ADDITIONAL STUDENT #
SERVED
ADDITIONAL STUDENT #
SERVED
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants
(tutors, learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in
student learning and contribution to the Strategic Plan goal. Please cite any evidence or data to
support your request. If this position is categorically funded, include and designate the funding
source of new categorically-funded position where continuation is contingent upon available
funding.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Add your requests to your spreadsheet under the 2000b tab and check the box below once
they’ve been added.
Total number of positions requested (please fill in number of positions requested):
Summary of positions requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
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Summary of positions requested completed in Program Review Resource Request Spreadsheet (please
check box to left)
Rationale for your proposal based on your program review conclusions. Include anticipated
impact on student learning outcomes and alignment with the strategic plan goal. Indicate if this
request is for the same, more, or fewer academic learning support positions.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or
service area outcomes (SAO’s) support this request?
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)
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?
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.
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Follow the link below and check the box below once they’ve been added.
1. There should be a separate line item for each contract or service.
2. Travel costs
should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel,
etc.)
2. 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)
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
Rationale:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or
service area outcomes (SAO’s) support this request?
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)
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
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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):
Building/Location:
Type of Request
___ Space Need
___ Building Concern
___ Small Repair
___ Larger Facility Need
___ Large Repair
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
What educational programs or institutional purposes does this request support and with
whom are you collaborating?
Briefly describe how your request supports the Strategic Plan Goal?
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