Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: Two
Program: Medical Assisting
Submitted on 10/28/2015
Contact: Kristina Perkins
FINAL 9/24/15
1
Year 2
Section 1: What Progress Have We Made?
During the 2014-2015 academic year, the following progress has been made.
1. Curriculum is being developed to add a career pathway course (HLTH 40) to
allied health programs. Also, medical assisting instructors are being asked into
the Year One Pathways Learning Community courses to speak about medical
assisting and the medical assisting program. .
2. Special admission procedures are still being addressed.
3. The CAAHEP/MAERB site visit occurred during this academic year and the
medical assisting program was put on probationary status as of July 16, 2015.
4. The medical assisting working group, the Bay Area Community College
Consortium (BACCC), continues to be a valuable affiliate of the medical
assisting program. The group addresses current issues and requirements and
provides valuable networking to ensure a successful medical assisting
program.
5. A new program director was hired, Kristina Perkins, BHSA, CMA (AAMA), RMA
(AMT).
Section 2: What Changes Do We Suggest?
1. The 2015 CAAHEP standards have been released with requires aligning medical
assisting courses with these standards, course catalog and any other applicable
material/documents. Review of the new standards, attending webinars and
contact with MAERB liaison needs to occur to ensure a successful transition.
2. Analyzing and addressing CAAHEP probationary requirements to bring MA
program out of probationary status. This ties into #1 but also close scrutinization
of the probationary letter will allow for all infractions to be addressed and
corrected in order to bring the program to approval without probation status.
3. Starting a medical assisting student society on campus focusing on community,
primarily health related, certification exam preparation and continuing education.
2
4. A standard syllabus template is needed for all medical assisting courses to bring
continuity to the program’s format as well as to align with institutional and
accreditation standards. This will also make it easier for instructors and students
while still allowing each instructor academic freedom.
5. Researching different approaches to the medical assisting program to deliver
content in a more consistent manner. Looking at alternatives to provide
externship experience at the end of their training, not during it.
6. Mapping all required CAAHEP/MAERB course content and competency
assessment to individual courses will address any citations as well as guarantee all
instructional standards are being addressed.
7. Researching different avenues to acquire dedicated medical assisting classrooms
and labs to allow for multiple medical assisting class sessions to meet the growing
student and community need.
8. Acquiring computers/laptops/tablets for the lab classroom in order to effectively
deliver education regarding documenting, ordering and processing electronic
health records.
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
3
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?
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
TOTAL
2015-16
Budget
Requested
0
$6906
0
2015-16
Budget
Received
$6906
2016-17
Budget
Requested
2016-17
Budget
Received
$7200
$2000
$8700
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
The monies coming to the program to purchase supplies and equipment are from VTEA. Without the
supplies the students would not be able to meet required competencies for graduation.
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?
There has been no negative impact as the monies have been received.
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:
X No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once at
least once every three years.

Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in
the next PR year.
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
(CLO) 2:
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
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?
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.
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:_________________________________________________________________
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: Medical Assisting Certificate

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: Medical Assisting Associate’s Degree
 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: Medical Assisting is a CAAHEP accredited program
Each year and annual report is due to MAERB to evaluate whether the program is meeting the
following thresholds
Outcome Assessment Thresholds
CAAHEP Accredited Medical Assisting Educational Programs
The Medical Assisting Education Review Board (MAERB) has established the following
thresholds for outcome assessment in medical assisting programs accredited by the Commission
on Accreditation of Allied Health Education Programs (CAAHEP). These outcomes are mandated
as part of the 2008 Standards and Guidelines for the Accreditation of Educational Programs in
Medical Assisting, Section IV.B. They are monitored annually through the MAERB Annual Report
Outcome
Programmatic Retention/Attrition
Rate
Threshold
<60%
Positive Job Placement
(includes work in medical
assisting or a related field,
continuing in school or being in
the military)
>60%
Graduate Satisfaction Success
Rate
(Survey – CRB Instrument)
>80%
Graduate Survey Participation
Rate
>30%
Employer Satisfaction Success
Rate
(Survey – MAERB Instrument)
>80%
Example
If 100 students enter the
program during the 5-year
period, the attrition can be no
more than 40.
If a program had 100 graduates
in the 5-year period, at least 60
would need to have a position in
medical assisting or a related
field, be continuing their
education and/or be in the
military.
If 30 graduates return surveys
during the 5-year period, at least
24 of these would need to give a
satisfactory rating on the
program.
If the program had 100
graduates in the 5-year period,
at least 30 would need to return
the survey.
If a program received 20
employer satisfaction surveys in
the 5-year period, at least 16
would need to report satisfaction
with the graduates of the
program.
Employer Survey Participation
Rate
>30%
National Credentialing Success
Rate
(CMA (AAMA), RMA (AMT)
NCMA (NCCT) – after
November 2010
CCMA (NHA) – after February
2011
>60%
If 40 employer surveys were
sent to employers within the 5year period, at least 12 would
need to be returned.
If a program has 100 graduates
within the 5-year reporting
period, at least 70 of those 100
would need to become
credentialed as a CMA (AAMA)
or RMA (AMT).
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?
No. Course MEDA 75, MEDA 70A, MEDA 70B, MEDA 72A, and MEDA 72B are pending approval
this year, 2016. Courses MEDA 71A, MEDA 71B, MEDA 73, MEDA 74, HLTH 51A and HLTH 51B
will be updated and sent in for approval in the Fall of 2016.
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or
won’t be taught in three years should be deactivated)
Yes
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
Yes
4. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester.
Core MEDA classes are exempt due to accreditation.
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.
Medical assisting has program learning cognitive, psychomotor and affective learning outcomes
required for accreditation.
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
Yes, see success data.
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.
All students are encouraged to complete the math sequence in order to be successful with the
different math problems they will encounter in the Medical Assisting Program. All students are
also encouraged to complete English in order to effectively communicate and demonstrate
competent writing skills. English 1A is not a good indicator for the student’s ability to
communicate orally or by written means.
SEE DATA AT END OF REVIEW
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
Students with
disabilities
Low-income
X
X
X
X
X
X
Veterans
X
American Indian or
Alaska Native
Asian
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
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 part-time
regular (permanent) classified professional positions (new, augmented and replacement positions). Remember,
student assistants are not to replace Classified Professional staff.
Instructions: Please complete a separate Classified Professionals Staffing Request form for each position
requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a separate
Classified Professionals Staffing Request form must be completed for each position requested. Add your requests
to your spreadsheet under the 2000a tab and check the box below once they’ve been added.
Please click here to find the link to the Classified Professional Staffing Request form:
http://www.chabotcollege.edu/prbc/APR/2016-17%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below once you’ve done
so. Submit your Classified Professionals Staffing Request form(s) along with your Program Review Narrative and
Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
☐
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
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)
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
(2015-16)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
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)
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)
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area
outcomes (SAO’s) support this request?
These supplies are needed to meet programmatic accreditation as well as to ensure students are
competent and knowledgeable with the equipment, supplies, skills and techniques required for the
medical assisting program.
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:
The American Association of Medical Assistants (AAMA) hosts a National Seminar every year in
order to keep members/non-members current in their profession. They offer many seminars
throughout the convention that benefit practicing medical assistants as well as topics that are
focused on educators and program directors. The also hold a forum with the Medical Assisting
Review Board (MAERB), the organization which makes accreditation recommendations, in which
they talk about standards, updates, compliance and allow medical assisting program directors to
ask questions and give input.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area
outcomes (SAO’s) support this request?
Our program follows the CAAHEP/MAERB standards. The MAERB is sponsored by the AAMA. This
seminar allows for information to be brought back to ensure that each competency and
correlating course is following the proper guidelines and accreditation standars.
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
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Although some of the college's greatest needs involving new facilities cannot be met with the
limited amount of funding left from Measure B, smaller pressing needs can be addressed. Projects that can be
legally funded with bond dollars include the "repairing, constructing, acquiring, and equipping of classrooms,
labs, sites and facilities." In addition to approving the funding of projects, the FC participates in addressing space
needs on campus, catalogs repair concerns, and documents larger facilities needs that might be included in future
bond measures. Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one facilities
project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Type of Request
___ Space Need
___ Small Repair
___ Large Repair
___ Building Concern
___ Larger Facility Need
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
Briefly describe how your request supports the Strategic Plan Goal?
Chabot College
Medical Assisting
Success
Num
MEDA 70A
MEDA 70B
MEDA 71A
MEDA 71B
Non-success
Fall 2012
24
Pct
77%
Fall 2013
19
Fall 2014
Spring 2013
Num
Withdrawal
2
Pct
6%
76%
3
20
74%
1
15
100%
Spring 2014
12
Spring 2015
17
Fall 2012
25
86%
Fall 2013
22
81%
31
Pct
100%
12%
25
100%
22%
27
100%
15
100%
100%
12
100%
100%
17
100%
Fall 2014
23
88%
Spring 2013
22
96%
Spring 2014
19
100%
1
1
5
Pct
16%
12%
3
4%
6
3%
Num
Total
Num
3
10%
29
100%
5
19%
27
100%
3
12%
26
100%
23
100%
19
100%
18
100%
32
100%
4%
Spring 2015
18
100%
MEDA 72A
Fall 2014
28
88%
MEDA 72B
Spring 2015
23
100%
23
100%
MEDA 73
Spring 2013
14
100%
14
100%
Spring 2014
12
100%
12
100%
Spring 2015
16
100%
16
100%
Spring 2013
14
100%
14
100%
Spring 2014
12
100%
12
100%
Spring 2015
16
100%
16
100%
Fall 2012
17
55%
2
6%
12
39%
31
100%
Fall 2013
12
39%
7
23%
12
39%
31
100%
Fall 2014
17
55%
14
45%
31
100%
MEDA 74
MEDA 75
4
13%
Chabot College
Medical Assisting
Success
Num
MEDA 70A
Asian American
Black or African
American
Filipino
Latino
Multiracial
White
MEDA 70B
Asian American
Black or African
American
Filipino
Latino
MEDA 71A
Non-success
Fall 2012
5
Pct
100%
Fall 2013
4
100%
Num
Withdrawal
Pct
Num
Total
Pct
Num
5
Pct
100%
4
100%
Fall 2014
1
50%
1
50%
2
100%
Fall 2012
1
25%
1
25%
2
50%
4
100%
Fall 2013
1
20%
1
20%
3
60%
5
100%
Fall 2014
3
100%
3
100%
Fall 2012
1
50%
1
50%
2
100%
Fall 2013
2
100%
Fall 2014
1
50%
Fall 2012
12
86%
Fall 2013
6
75%
2
25%
Fall 2014
9
69%
1
8%
Fall 2012
1
Fall 2013
1
2
100%
1
50%
2
100%
2
14%
14
100%
8
100%
13
100%
100%
1
100%
100%
1
100%
3
23%
Fall 2012
3
100%
3
100%
Fall 2013
4
100%
4
100%
Fall 2014
6
86%
7
100%
Spring 2013
3
100%
1
14%
3
100%
Spring 2014
Spring 2015
2
2
100%
100%
2
2
100%
100%
Spring 2013
1
100%
1
100%
Spring 2014
Spring 2013
1
1
100%
100%
1
1
100%
100%
Spring 2014
1
100%
1
100%
Spring 2015
1
100%
1
100%
Spring 2013
7
100%
7
100%
Spring 2014
3
100%
3
100%
Spring 2015
10
100%
10
100%
Multiracial
Spring 2014
1
100%
1
100%
White
Spring 2013
2
100%
2
100%
Spring 2014
Spring 2015
3
4
100%
100%
3
4
100%
100%
Fall 2012
5
100%
5
100%
Fall 2013
4
100%
4
100%
Fall 2014
1
50%
Fall 2012
1
25%
Fall 2013
2
40%
Fall 2014
3
100%
Fall 2012
2
Fall 2013
Fall 2014
Asian American
Black or African
American
Filipino
Latino
1
50%
2
100%
2
50%
4
100%
3
60%
5
100%
3
100%
100%
2
100%
2
100%
2
100%
2
100%
2
100%
Fall 2012
12
92%
1
8%
13
100%
Fall 2013
7
78%
2
22%
9
100%
1
25%
Multiracial
Fall 2014
10
83%
Fall 2012
1
Fall 2013
1
2
17%
12
100%
100%
1
100%
100%
1
100%
Success
Num
Fall 2012
2
Pct
100%
Fall 2013
5
Fall 2014
7
Spring 2013
Spring 2014
Spring 2015
Black or African
American
Filipino
MEDA 72B
MEDA 73
5
100%
7
100%
4
100%
4
100%
3
1
100%
100%
3
1
100%
100%
Spring 2013
1
100%
1
100%
Spring 2014
Spring 2015
1
1
100%
100%
1
1
100%
100%
Spring 2013
1
50%
2
100%
Spring 2014
Spring 2015
1
1
100%
100%
1
1
100%
100%
Spring 2013
12
100%
12
100%
Spring 2014
Spring 2015
7
10
100%
100%
7
10
100%
100%
Multiracial
Spring 2014
1
100%
1
100%
White
Spring 2013
3
100%
3
100%
Spring 2014
5
100%
5
100%
Spring 2015
5
100%
5
100%
Asian American
Fall 2014
2
67%
3
100%
Black or African
Fall 2014
3
100%
3
100%
Filipino
Fall 2014
2
100%
Latino
Fall 2014
12
80%
White
Fall 2014
9
Asian American
Spring 2015
Black or African
Spring 2015
Filipino
Latino
1
Pct
Num
100%
50%
1
33%
2
100%
15
100%
100%
9
100%
2
100%
2
100%
1
100%
1
100%
Spring 2015
1
100%
1
100%
Spring 2015
12
100%
12
100%
White
Spring 2015
7
100%
7
100%
Asian American
Spring 2013
3
100%
3
100%
Spring 2014
2
100%
2
100%
Spring 2015
2
100%
2
100%
Black or African
Spring 2014
1
100%
1
100%
Filipino
Spring 2013
1
100%
1
100%
Spring 2014
Spring 2015
1
1
100%
100%
1
1
100%
100%
Spring 2013
7
100%
7
100%
Spring 2014
Spring 2015
3
9
100%
100%
3
9
100%
100%
Spring 2014
Spring 2013
1
2
100%
100%
1
2
100%
100%
Spring 2014
3
100%
3
100%
Spring 2015
4
100%
4
100%
Spring 2013
3
100%
3
100%
Spring 2014
2
100%
2
100%
Spring 2015
2
100%
2
100%
Latino
Multiracial
White
MEDA 74
Num
100%
Asian American
Pct
Total
Pct
100%
Latino
MEDA 72A
Num
Withdrawal
2
White
MEDA 71B
Non-success
Asian American
3
20%
Black or African
Filipino
Spring 2014
Spring 2013
1
1
100%
100%
1
1
100%
100%
Spring 2014
1
100%
1
100%
Success
Num
Latino
Multiracial
White
MEDA 75
Asian American
Black or African
American
Non-success
Spring 2015
1
Pct
100%
Spring 2013
7
Spring 2014
3
Spring 2015
Spring 2014
Spring 2013
Num
Withdrawal
Pct
Pct
100%
100%
7
100%
100%
3
100%
9
100%
9
100%
1
2
100%
100%
1
2
100%
100%
Spring 2014
Spring 2015
3
4
100%
100%
3
4
100%
100%
Fall 2012
3
75%
Fall 2013
2
40%
Fall 2014
2
67%
Fall 2012
1
25%
Fall 2013
1
20%
2
1
40%
25%
Latino
Multiracial
White
Pct
Num
1
Fall 2014
Filipino
Num
Total
1
25%
4
100%
1
20%
5
100%
1
33%
3
100%
2
50%
4
100%
4
80%
5
100%
3
100%
3
100%
1
50%
2
100%
2
100%
Fall 2012
1
50%
Fall 2013
1
50%
Fall 2014
1
50%
Fall 2012
8
Fall 2013
Fall 2014
Fall 2012
1
Fall 2013
1
Fall 2012
2
67%
1
Fall 2013
3
50%
Fall 2014
4
50%
1
50%
1
50%
2
100%
53%
1
7%
6
40%
15
100%
3
27%
4
36%
4
36%
11
100%
10
67%
5
33%
15
100%
100%
1
100%
100%
1
100%
33%
3
100%
3
50%
6
100%
4
50%
8
100%
Chabot College
Medical Assisting
Success
Num
MEDA 70A
Asian American
Black or African
American
Filipino
Latino
Multiracial
White
MEDA 70B
Asian American
Black or African
American
Filipino
Latino
MEDA 71A
Non-success
Fall 2012
5
Pct
100%
Fall 2013
4
100%
Num
Withdrawal
Pct
Num
Total
Pct
Num
5
Pct
100%
4
100%
Fall 2014
1
50%
1
50%
2
100%
Fall 2012
1
25%
1
25%
2
50%
4
100%
Fall 2013
1
20%
1
20%
3
60%
5
100%
Fall 2014
3
100%
3
100%
Fall 2012
1
50%
1
50%
2
100%
Fall 2013
2
100%
Fall 2014
1
50%
Fall 2012
12
86%
Fall 2013
6
75%
2
25%
Fall 2014
9
69%
1
8%
Fall 2012
1
Fall 2013
1
2
100%
1
50%
2
100%
2
14%
14
100%
8
100%
13
100%
100%
1
100%
100%
1
100%
3
23%
Fall 2012
3
100%
3
100%
Fall 2013
4
100%
4
100%
Fall 2014
6
86%
7
100%
Spring 2013
3
100%
1
14%
3
100%
Spring 2014
Spring 2015
2
2
100%
100%
2
2
100%
100%
Spring 2013
1
100%
1
100%
Spring 2014
Spring 2013
1
1
100%
100%
1
1
100%
100%
Spring 2014
1
100%
1
100%
Spring 2015
1
100%
1
100%
Spring 2013
7
100%
7
100%
Spring 2014
3
100%
3
100%
Spring 2015
10
100%
10
100%
Multiracial
Spring 2014
1
100%
1
100%
White
Spring 2013
2
100%
2
100%
Spring 2014
Spring 2015
3
4
100%
100%
3
4
100%
100%
Fall 2012
5
100%
5
100%
Fall 2013
4
100%
4
100%
Fall 2014
1
50%
Fall 2012
1
25%
Fall 2013
2
40%
Fall 2014
3
100%
Fall 2012
2
Fall 2013
Fall 2014
Asian American
Black or African
American
Filipino
Latino
1
50%
2
100%
2
50%
4
100%
3
60%
5
100%
3
100%
100%
2
100%
2
100%
2
100%
2
100%
2
100%
Fall 2012
12
92%
1
8%
13
100%
Fall 2013
7
78%
2
22%
9
100%
1
25%
Multiracial
Fall 2014
10
83%
Fall 2012
1
Fall 2013
1
2
17%
12
100%
100%
1
100%
100%
1
100%
Success
Num
Fall 2012
2
Pct
100%
Fall 2013
5
Fall 2014
7
Spring 2013
Spring 2014
Spring 2015
Black or African
American
Filipino
MEDA 72B
MEDA 73
5
100%
7
100%
4
100%
4
100%
3
1
100%
100%
3
1
100%
100%
Spring 2013
1
100%
1
100%
Spring 2014
Spring 2015
1
1
100%
100%
1
1
100%
100%
Spring 2013
1
50%
2
100%
Spring 2014
Spring 2015
1
1
100%
100%
1
1
100%
100%
Spring 2013
12
100%
12
100%
Spring 2014
Spring 2015
7
10
100%
100%
7
10
100%
100%
Multiracial
Spring 2014
1
100%
1
100%
White
Spring 2013
3
100%
3
100%
Spring 2014
5
100%
5
100%
Spring 2015
5
100%
5
100%
Asian American
Fall 2014
2
67%
3
100%
Black or African
Fall 2014
3
100%
3
100%
Filipino
Fall 2014
2
100%
Latino
Fall 2014
12
80%
White
Fall 2014
9
Asian American
Spring 2015
Black or African
Spring 2015
Filipino
Latino
1
Pct
Num
100%
50%
1
33%
2
100%
15
100%
100%
9
100%
2
100%
2
100%
1
100%
1
100%
Spring 2015
1
100%
1
100%
Spring 2015
12
100%
12
100%
White
Spring 2015
7
100%
7
100%
Asian American
Spring 2013
3
100%
3
100%
Spring 2014
2
100%
2
100%
Spring 2015
2
100%
2
100%
Black or African
Spring 2014
1
100%
1
100%
Filipino
Spring 2013
1
100%
1
100%
Spring 2014
Spring 2015
1
1
100%
100%
1
1
100%
100%
Spring 2013
7
100%
7
100%
Spring 2014
Spring 2015
3
9
100%
100%
3
9
100%
100%
Spring 2014
Spring 2013
1
2
100%
100%
1
2
100%
100%
Spring 2014
3
100%
3
100%
Spring 2015
4
100%
4
100%
Spring 2013
3
100%
3
100%
Spring 2014
2
100%
2
100%
Spring 2015
2
100%
2
100%
Latino
Multiracial
White
MEDA 74
Num
100%
Asian American
Pct
Total
Pct
100%
Latino
MEDA 72A
Num
Withdrawal
2
White
MEDA 71B
Non-success
Asian American
3
20%
Black or African
Filipino
Spring 2014
Spring 2013
1
1
100%
100%
1
1
100%
100%
Spring 2014
1
100%
1
100%
Success
Num
Latino
Multiracial
White
MEDA 75
Asian American
Black or African
American
Non-success
Num
Withdrawal
Pct
Latino
Multiracial
White
Total
Pct
Num
Spring 2015
1
1
Pct
100%
Spring 2013
7
100%
7
100%
Spring 2014
Spring 2015
3
9
100%
100%
3
9
100%
100%
Spring 2014
Spring 2013
1
2
100%
100%
1
2
100%
100%
Spring 2014
3
100%
3
100%
Spring 2015
4
100%
4
100%
Fall 2012
3
75%
Fall 2013
2
40%
Fall 2014
2
67%
Fall 2012
1
25%
Fall 2013
1
20%
Fall 2012
1
50%
Fall 2013
1
50%
Fall 2014
1
50%
Fall 2012
8
53%
1
Fall 2013
3
27%
4
Fall 2014
10
67%
Fall 2012
1
Fall 2013
1
Fall 2012
2
67%
1
Fall 2013
3
50%
3
Fall 2014
4
50%
4
1
25%
4
100%
1
20%
5
100%
1
33%
3
100%
2
50%
4
100%
4
80%
5
100%
3
100%
3
100%
1
50%
2
100%
2
100%
1
50%
2
100%
7%
6
40%
15
100%
36%
4
36%
11
100%
5
33%
15
100%
100%
1
100%
100%
1
100%
33%
3
100%
50%
6
100%
50%
8
100%
2
40%
1
25%
Fall 2014
Filipino
Num
Pct
100%
42
1
50%
43
Division/Subject/Course/Section Summary by Term - Actual
Chabot College Fall 2012 thru Spring 2015
---Time and Day --- ---------Enrollment--------# Pri Sec
Capacity Census
%
Division
5600
----------FTEF---------FT
OL
PT
WSCH
FTES
WSCH/FTEF
XList
PE, Health and Athletics
MEDA 29 001
Fall 2012
1
0
0%
0.00
0.00
0.00
0.00
0.00
0.00
1
1
1
0
0
0%
0%
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0900 - 1050 M
0900 - 1050 M
0900 - 1050 M
25
25
25
31
25
27
124%
100%
108%
0.28
0.28
0.28
0.00
0.00
0.00
0.00
0.00
0.00
155.00
125.00
135.00
5.16
4.16
4.50
547.70
441.70
477.03
25
28
111%
0.28
0.00
0.00
138.33
4.61
488.81
1
25
28
111%
0.28
0.00
0.00
138.33
4.61
488.81
0900 - 1050 M
0900 - 1050 M
0900 - 1050 M
25
25
25
15
12
17
60%
48%
68%
0.28
0.28
0.28
0.00
0.00
0.00
0.00
0.00
0.00
75.00
60.00
85.00
2.50
2.00
2.83
265.02
212.01
300.35
1
25
25
15
15
59%
59%
0.28
0.28
0.00
0.00
0.00
0.00
73.33
73.33
2.44
2.44
259.13
259.13
1200 - 1250 W
1200 - 1250 W
1200 - 1250 W
25
25
25
29
27
26
116%
108%
104%
0.00
0.00
0.00
0.00
0.00
0.00
0.22
0.22
0.22
116.00
108.00
104.00
3.86
3.60
3.46
534.56
497.70
479.26
25
27
109%
0.00
0.00
0.22
109.33
3.64
503.84
1
25
27
109%
0.00
0.00
0.22
109.33
3.64
503.84
0900 - 1150 W
0900 - 1150 W
0900 - 1150 W
25
25
25
23
19
18
92%
76%
72%
0.00
0.00
0.00
0.00
0.00
0.00
0.22
0.22
0.22
92.00
76.00
72.00
3.06
2.53
2.40
423.96
350.23
331.80
Term Avg
MEDA 29
Term Avg
MEDA 70A 001
Fall 2012
Fall 2013
Fall 2014
Term Avg
MEDA 70A
Term Avg
MEDA 70B 001
Spring 2013
Spring 2014
Spring 2015
Term Avg
MEDA 70B
Term Avg
MEDA 71A 001
Fall 2012
Fall 2013
Fall 2014
Term Avg
MEDA 71A
Term Avg
MEDA 71B 001
Spring 2013
Spring 2014
Spring 2015
Friday, August 28, 2015
Term Week: 4/14/2013
* Excludes Montoya Apprenticeship, Non Credit Courses and Summer Rollback (Att Methods 'MA', 'PO' and 'RB
Page 1 of 3
Division/Subject/Course/Section Summary by Term - Actual
Chabot College Fall 2012 thru Spring 2015
1
25
25
20
20
80%
80%
0.00
0.00
0.00
0.00
0.22
0.22
80.00
80.00
2.66
2.66
368.66
368.66
1530 - 1620 W
25
32
128%
0.00
0.00
0.12
64.00
2.13
547.01
25
32
128%
0.00
0.00
0.12
64.00
2.13
547.01
25
32
128%
0.00
0.00
0.12
64.00
2.13
547.01
Term Avg
MEDA 71B
Term Avg
MEDA 72A 001
Fall 2014
Term Avg
MEDA 72A
Term Avg
MEDA 72B 001
Friday, August 28, 2015
1
Term Week: 4/14/2013
* Excludes Montoya Apprenticeship, Non Credit Courses and Summer Rollback (Att Methods 'MA', 'PO' and 'RB
Page 2 of 3
Division/Subject/Course/Section Summary by Term - Actual
Chabot College Fall 2012 thru Spring 2015
Division
---Time and Day --# Pri Sec
---------Enrollment--------Capacity Census
%
----------FTEF---------FT
OL
PT
WSCH
FTES
Spring 2015
1530 - 1620 W
Term Avg
MEDA 72B
Term Avg
1
25
25
25
23
23
23
92%
92%
92%
0.00
0.00
0.00
0.00
0.00
0.00
0.12
0.12
0.12
46.00
46.00
46.00
1.53
1.53
1.53
393.16
393.16
393.16
MEDA 73 E01
Spring 2013
Spring 2014
Spring 2015
Term Avg
MEDA 73
Term Avg
25
25
25
25
25
14
12
16
14
14
56%
48%
64%
56%
56%
0.26
0.26
0.26
0.26
0.26
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
149.00
124.00
166.00
146.33
146.33
4.95
4.14
5.53
4.87
4.87
564.39
469.70
628.79
554.29
554.29
25
25
25
25
25
14
12
16
14
14
56%
48%
64%
56%
56%
0.07
0.07
0.07
0.07
0.07
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
14.00
12.00
16.00
14.00
14.00
0.46
0.40
0.53
0.46
0.46
208.96
179.10
238.81
208.96
208.96
1
4
25
25
25
25
25
96
31
31
31
31
31
84
124%
124%
124%
124%
124%
87%
0.28
0.00
0.28
0.19
0.19
0.54
0.00
0.28
0.00
0.09
0.09
0.05
0.00
0.00
0.00
0.00
0.00
0.26
155.00
155.00
155.00
155.00
155.00
376.50
5.16
5.16
5.16
5.16
5.16
12.54
547.70
547.70
547.70
547.70
547.70
445.04
4
96
84
87%
0.54
0.05
0.26
376.50
12.54
445.04
MEDA 74 001
Spring 2013
1100
Spring 2014
1100
Spring 2015
1100
Term Avg
MEDA 74
Term Avg
MEDA 75 001
Fall 2012
1100
Fall 2013
1100
Fall 2014
1100
Term Avg
MEDA 75
Term Avg
MEDA
Term Avg
5600
Friday, August 28, 2015
Term Avg
1
- 1150 M
- 1150 M
- 1150 M
1
- 1250 M
- 1250 M
- 1250 M
Term Week: 4/14/2013
* Excludes Montoya Apprenticeship, Non Credit Courses and Summer Rollback (Att Methods 'MA', 'PO' and 'RB
WSCH/FTEF
XList
Page 3 of 3
Division/Subject/Course/Section Summary by Term - Actual
Chabot College Fall 2012 thru Spring 2015
Division
Report Average Per Term
Friday, August 28, 2015
---Time and Day --- ---------Enrollment--------# Pri Sec
Capacity Census
%
4
96
84
87%
----------FTEF---------FT
OL
PT
0.54
0.05
Term Week: 4/14/2013
* Excludes Montoya Apprenticeship, Non Credit Courses and Summer Rollback (Att Methods 'MA', 'PO' and 'RB
0.26
WSCH
FTES
376.50
12.54
WSCH/FTEF
XList
445.04
Page 4 of 3