Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: 2
Program: Biology
Submitted on:10/26/2015
By: Biology sub-division
Contact: Zarir G. Marawala
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
__X_ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
___ Year 3
Section 1: What Have We Accomplished?
Section 2: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New and Ongoing Initiatives and Projects
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
X 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:
 Securing better (safer) facilities that include better ventilation, to keep mold and fungi
in check. Our Dean Tim Dave still comes around to the different labs from time to
time to check on conditions especially in the cadaver lab between Anatomy and
Physiology labs.
 Tailoring our course offerings to students’ needs in our present and future economy.
 Increasing the number of students who complete our programs and the quality of
their knowledge and skills.
 Implementing an organic garden where students can learn about ecology, climate
effects, and methods for growing food.
 Meeting with architects to see what the allotted funding by the BOT will give us with
regards to facilities with a reasonable update into 21st century standards and demands
for serving an increasing number of students.
 Providing adequate laboratory technician support for evening and weekend courses.
(the 10 month status for our Microbiology technician was presumably promoted to 12
months this semester but we have yet to receive written confirmation.)
 We received, iPads for use in classrooms by our students for 4 of the 6 labs. These are
being engaged in bringing information to the student whether it be independent
1

research, or group work, or testing online. (Blackboard tests). We will still need 130
ipad units to furnish 4 additional labs.
Overall success rates went up slightly for Biology compared to the college overall.
These are expected to increase once our goals have been accomplished as shown in
the next section.
We have still not been able to accomplish many of these ongoing goals including
 Increasing the biology supply budget to adequate levels;
 Improving the physical environment of building 2100 which includes a safer learning
environment (still, better than before), adequate facilities for environmental sciences,
and an overall stable infrastructure that includes proper ventilation and temperature
control in order to avoid episodes of mold, lawn fleas infestation indoors and the like.
 Providing adequate numbers of sections to meet the demand for our programs due to
facilities and budgetary shortfalls;
 Hiring of new faculty to keep up with the demand of the courses currently being
taught by numerous part-time faculty.
 Beginning the development of new CTE programs for our allied health students
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?



Provide the faculty with a satisfactory supply budget as recommended by the faculty.
Management of STEM center with accommodations for instructors to be able to spend
time with the students who are in the greatest need for academic help. To do this, we
need a budget to properly staff a STEM center that is currently, woefully understaffed.
We NEED a full-time Director that can manage and supervise the STEM (including
Allied Health) Study Center.
Have program funding and collaboration to extend or expand the STEM Center to
accommodate Allied Health students. The STEM center is not large enough to house
the in-need students from STEM (including, Bio major, GE students and Allied Health
majors). Ours students need a proximal location to the Biology building where our
Anatomy, Microbiology and Physiology students can go and study, collaborate with
2


each other and even make arrangements for their instructors to meet with them at
that designated center.
At least 3-4 positions for students who can be our human resource for setting up and
maintaining the STEM (including Allied Health) Center.
Have funding for small teaching/tutoring projects for intense training of students that
have been identified as being in danger of not succeeding in their course work.
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?
 Improve our working budget or “maintenance of effort” to be commensurate with the
class offerings we support.
 Replace old, broken down or outdated equipment with what is working and
contemporary. Items like Spectrophotometers that are used heavily in Biology labs
need to be replaced in the next year or so.
 Hire 1-2 full time faculty needed to keep up with course demands and subsdivision
work.
 Provide for better one on one with students who need help early on.
 Provide an adequate budget to keep up with technology as it is viewed in the outside
world.
3
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
Supplies requested in
spreadsheet 4000 are the
additional supplies needed but
often not gotten or very sparsely
available for use due to repeated
budget shortfall. Some lab
projects were written off as a
result.
Technology/Equipment
Complete equipping labs with 31
ipads (air) (X4 lab rooms) + 6 for
micro for a total
of130ipads@$700/item + 4 Buhl
charging stations @499 each
2015-16
Budget
Requested
Bring our
Lab Tech II
(currently
Micro. Tech)
to 12 mo.
assignment
Supplies:
GenFund –
$81,685
2015-16
Budget
Received
Done as per
our Dean
and VP
2016-17
Budget
Requested
None
Supplies:
GenFund –
$39,850
Supplies:
GenFund –
$60,613.77
Services:
$8000 for
equipment
maintenance
Services:
$4500 for
equipment
maintenance
Services:
$10,000 for
equipment
maintenance
$80,000
$80,000
$102,496
Non-technology Equipment
TOTAL
$306,232.55
$479,342.32
4
2016-17
Budget
Received
1. How has your investment of the budget monies you did receive improved student learning?
When you requested the funding, you provided a rationale. In this section, assess if the
anticipated positive impacts you projected have, in fact, been realized.
In Micro, the autoclave replacement has served us well. We do not waste time and supplies
with issues of contamination.
In Physiology, students are truly experiencing the joy of working on electrophoresis lab trials
without having to just watch other students perform the experiments.
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?
The biology supply budget has been underfunded for more than two decades. In the 201415 academic year, $81,865 were requested and $39,850 were received. In the 2015-16
academic year, $81,685were requested and again, about $40,000 were received. This
$40,000 ‘maintenance and operations’ (aka our general supply) budget is woefully
inadequate to meet the needs of our students. Typically, the cost of scientific supplies
increases by about 5% per year. For example, a pail of ten sheep brains cost $65.67 in 2010.
The same item now costs $94.89. The consequence is that four students have to dissect one
brain, rather than having one brain for each student or a pair of students. An entire class
may have to share one model. Our ability to just maintain the status quo is compromised
because we can’t replace old, broken equipment. We are unable to offer our students
instruction in many laboratory techniques that are in common use in science laboratories,
leaving our students at a disadvantage in transfer institutions and industry. We have added
additional sections and will have a new laboratory course, ENSC 15L that will require
equipment as well as an on-going budget for supplies. We have also tried our best to keep
our equipment in good repair. Unfortunately, when only ½ of the equipment maintenance
budget is funded and costs rise, malfunctioning equipment gets to the point where it is
unreliable and cannot be used. Meanwhile, the price of keeping these instruments in good
repair only continues to rise. We have requested $8800 in the past only to receive slightly
over 50% and our anticipated expense for repairing all our equipment and keep it functional
and at the ready has risen to $10,000. Please note that some of our lab projects/ideas of the
past had to be scrapped because some of the budget requested was never funded.
In Physiology, e.g., students still do the blood lab as a group of 4 or 5 for the most part. It is a
simulated blood lab to begin with to avoid expense and other issues dealing with public
health and safety. However, doing blood lab as a group study does not give the student
investigator a feel for reality of working in a lab/clinical environment and there is no
consistency of operator. From an instructor’s standpoint, it makes it more difficult to assess
each student’s performance as the lab results are all the same and there is no way to know if
a student grasped the material and truly did a lab or just stood back and let his/her
classmates perform the lab for them. Just switching from 4 per student on the
electrophoresis to 2 per student has made a world of difference in student participation,
appreciation and yes, enjoyment of the experience. Due to safety issues, we only use
synthetic blood which is hard to manage in terms of its susceptibility to drying out etc. We
have taken to reconstituting some of the left over product when we have full labs in a given
5
year but that does not always work well. This then wastes both the instructor’s and the
student’s time and takes away from valuable teaching moments.
In Biology 50, Physiology, Microbiology, and the majors courses we recognize the need for
better methods and teaching aids in microscopy. Students have a hard time understanding
what they cannot see with the naked eye or touch. Teachers in their own areas plan to work
on making learning tools to help students guide themselves and each other in a learning
center or during an office hour. There are plans to test Bio 50, Physiology and Anatomy
modules that one or more instructor may make using their own time to make mini-movies
that would be available to students to study the most challenging modules like histology
using digital microscopes that can interface with lab computers. We are also looking to equip
the rest of our labs with iPads that have worked well in the Physiology/Bio50, Bio majors,
Microbiology, Environmental Science and Anatomy labs. We would like to equip 4 additional
labs with 31 ipads eachand complete the set for Microbiology which currently has 27 to bring
them up to 33ipadsfor a total of 130 ipads.
In the Biology labs, and Anatomy, microscope slides are always in need of replacement. The
large numbers of students we have handling these slides eventually cause damage but we
have done our due diligence to keep these slides as long as possible. We still have a few
slides that date back to when the college opened its doors to biology students! However,
most have been replaced, broken and replaced and with budgetary considerations, our sets
have dwindled. We need to restore these sets in order to claim that we are serving our
students with excellence in lab where half to two-thirds of the class hours are devoted to lab.
In Bio 50 and Physiology 1 there are always projects that instructors like to put forward to
improve pedagogy. This is very frustrating when the materials for such projects are not
available or outdated or in disrepair. We would like to take advantage of the PHSI1/BIOL50
studies room to be more than just a place to store skeletons and muscle models—we would
like to have apparatus set ups where an instructor can come in use the equipment that is
resident to the area and walk away with some quality images that the instructor can then put
in a larger pedagogical project like a slide show or an instructional movie that is available to
all the students taking the class on Blackboard. The students can access these works by the
teachers on their iPADs, smart phones or computers.
6
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.
XX-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.
ANAT 1
BIOL 2
BIOL 4
BIOL 6
BIOL 10
BIOL 25
BIOL 31
BIOL 50
ENSC 10
ENSC 11
ENSC 12
MICR 1
PHSI 1
This Year’s Program
Review
*CTL forms must be
included with this
PR.
Last Year’s
Program Review
*Note: These courses
must be assessed in
the next PR year.
X
X
X
X
X
X
X
X
X
X
X
7
2-Years Prior
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Biology 4
Fall 2013-Summer 2014
2
6
100%
Spring 2015
Debra Caldwell
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)
(CLO) 1: Describe how form and function are
interdependent in living organisms at levels of
organization ranging from atomic to biome levels
Defined Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
80% of students 79.1%
score 2 or higher
(CLO) 2:Design, perform and evaluate experiments
80% of students
score 2 or higher
79.2%
(CLO) 3:Develop competency with standard
equipment and techniques of biosciences (balance,
graduate, pipette, metric ruler, chemical indicators,
microscopes, making and interpreting graphs, &
interpreting data)
80% of students
score 2 or higher
78.2%
 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?
8
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?
Actual scores were very close to target score. Scores may be inflated however,
because the scores of students who drop at an early stage in the course are not
included.
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?
STRENGTHS: The majority of students grasp the concepts of levels of organization.
DEFICIENCIES: A number of students are unable to deal with the complexity of the
information. One reason is that students don’t read their text or lab manual. They
don’t have skills in organizing information. More emphasis will be placed on
helping students develop learning skills and holding them accountable for doing
necessary preparatory work.
In an effort to increase student engagement, the lab manual will be rewritten to
emphasize student responsibility to prepare for laboratory exercises. Students
must complete pre-lab exercises including reading the text and lab manual,
preparing flash cards on terminology and other activities such as on-line tutorials.
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?
Students performed 1% below our target. Scores may be inflated however,
because the scores of students who drop at an early stage in the course are not
included.
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?
9
STRENGTHS: The majority of students are able to design, perform and analyze
experiments.
DEFICIENCIES:
There are two major problems that prevent us from exceeding the target goal:
1. Years of inadequate supply budgets have taken a toll on our ability to offer
quality laboratory experiences. Students perform laboratory exercises in
groups of four. Often one or two students do most of the work while
others look on. There may be only one model or specimen for an entire
class to examine.
Our requested supply budget is routinely reduced to only 50% of what is
required. This problem is highlighted every year in our Program Review,
but is ignored. Full funding of our supply budget would make it possible to
buy more models, specimens and other supplies. The college needs to
provide the funds needed for ALL students to have hands on laboratory
experiences.
2. Students have difficulty writing laboratory reports. In the past, we had one
major lab report. A second experiment and lab report have been added to
the course with the goal of giving students more practice.
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?
Actual scores were 2% less than target score. Scores may be inflated however,
because the scores of students who drop at an early stage in the course are not
included.
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?
STRENGTHS: Most students are competent in using standard laboratory
equipment and techniques. Each student does have a microscope to use and we
see the greatest competency in microscopy.
DEFICIENCIES: As outlined above, students must work in groups of three or four
when doing experiments. This reduces the opportunity for students to actually
work with equipment.
10
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?
None. This is a new course.
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?
As long as our supply budget is inadequate, it will be a struggle to achieve significant
changes. Pedagogical techniques may be adjusted and improved, but providing each
student with hands on experiences in the laboratory is key to improving instruction.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:____________________________________________________________
_____
11
Appendix B: “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
Biology 25, Human Heredity
Spring 2015
One
One
100%
Spring 2015
Rebecca Otto and Jennifer Lange
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)
(CLO) 1:
Explain how genetic information is transferred from
generation to generation
(CLO) 2:
Describe how generic information is stored,
communicated, controlled and expressed.
(CLO) 3:
Discuss mechanisms of heredity and analyze
patterns of inheritance.
(CLO) 4: Relate genetic principles to population
genetics and evolution.
70%
Actual Scores**
(data from
eLumen or your
own tracking)
80%
70%
80%
70%
50%
70%
80%
 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)
12
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen (or your own) data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this
course level outcome?
Current scores exceed our target.
4. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
Although scores suggest success, it needs to be pointed out that only 52% of the
students originally enrolled completed the class and are reflected in these
numbers. Considering the original enrollment, only 38% met the target in the
semester assessed. A similar drop rate also occurred in previous semesters taught
by two other instructors.
B. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this
course level outcome?
Current scores exceed our target.
4. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
Although scores suggest success, it needs to be pointed out that only 52% of the
students originally enrolled completed the class and are reflected in these
numbers. Considering the original enrollment, only 38% met the target in the
semester assessed. A similar drop rate also occurred in previous semesters taught
by two other instructors.
13
C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this
course level outcome?
Current scores are 20% below our target.
4. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
This outcome required problem solving, and application. These are higher-level
skills than required for the other outcomes. This may explain the lower
achievement.
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?
Current scores exceed our target.
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?
Although scores suggest success, it needs to be pointed out that only 52% of the
students originally enrolled completed the class and are reflected in these
numbers. Considering the original enrollment, only 38% met the target in the
semester assessed. A similar drop rate also occurred in previous semesters taught
by two other instructors.
14
PART III: COURSE REFLECTIONS AND FUTURE PLANS
4. What changes were made to your course based on the previous assessment cycle,
the prior Closing the Loop reflections and other faculty discussions?
This is the first time this course was assessed.
5. 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?
Currently we use a custom textbook that is a combination of sections from two
separate texts. Students are only able to purchase the text at the bookstore for full
price. Many Chabot students typically purchase all of their texts online at a greatly
reduced cost. This is not possible with the custom textbook. We have discovered
that many students have not purchased the text and we believe this has contributed
to the high drop rate. We are changing our text to a single book that can be
purchases new or used, at the Bookstore or online in hopes that more students will
purchase the text, read it, and succeed.
6. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:____________________________________________________________
_____
15
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
Environmental Science 10
Fall 2013, Spring 2014
1
2
100%
Spring 2015
Debra Caldwell
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)
(CLO) 1: Apply environmental principles to everyday
occurrences, social issues, or novel situations
Defined Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
78%
80% of students
score 2 or higher
(CLO) 2:Students will use and develop competency
80% of students 78%
with standard techniques of bio-sciences (make and
score 2 or higher
interpret graphs, interpret data)
 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?
16
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this
course level outcome?
Actual scores were lower than target score by 2%. Scores may be inflated
however, because the scores of students who drop at an early stage in the course
are not included.
6. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
STRENGTHS: The majority of students can apply concepts.
DEFICIENCIES: There was a decline in scores from 90% in 2011 to about 78% in the
current cycle. A significant number of students are unable to deal with the
complexity of the information. One reason is that students don’t read their text.
They don’t have skills in organizing information. More emphasis will be placed on
helping students develop learning skills and holding them accountable for doing
necessary preparatory work. However, this may be difficult due to the increased
class size. At the time of our last course level assessment in 2011, the number of
students in the class was held at 24. Then the number was increased to 44. It is
difficult to give individualized attention to the large number of students in a lecture
class.
D. COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this
course level outcome?
Actual scores were lower than the target score by 2%. Scores may be inflated
however, because the scores of students who drop at an early stage in the course
are not included.
6. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
STRENGTHS: The majority of students are competent in using standard techniques
of bio-sciences.
17
DEFICIENCIES:
In 2011, 90% of students were at the competent level or accomplished level. Since
then, we have seen a significant decline in levels of competency. This non-major
class is lecture only. Students don’t have hands on laboratory experiences. It is
very difficult with the number of students in a lecture room to give them
opportunities to work with data. We can address this problem by trying to
incorporate more exercises into the lecture class. It will be difficult given the
constraints of the lecture room
PART III: COURSE REFLECTIONS AND FUTURE PLANS
7. What changes were made to your course based on the previous assessment cycle,
the prior Closing the Loop reflections and other faculty discussions?
The goals in 2011 were to emphasize development of critical thinking skills, increase
the number of students who are competent or accomplished in applying
environmental principles and Increase opportunities for students to complete a
variety of assignments that include graphing, writing, presentations, posters, etc.
Scores actually declined however because of the increase in class size.
8. 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?
Either reducing class size or adding an hour discussion section would help provide
more individualized instruction. Years ago, Ecology 10, the precursor of ENSC 10,
had a discussion section with a small group of students and greater
student/instructor contact.
9. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:____________________________________________________________
_____
18
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
Environmental Science 11
Spring 2012, Fall 2013, Spring
2014
1
3
100%
Spring 2015
Debra Caldwell
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)
(CLO) 1: Apply environmental principles to everyday
occurrences, social issues, or novel situations
Defined Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
80% of students 82.8%
score 2 or higher
(CLO) 2:Students will design, perform, and evaluate
experiments
80% of students
score 2 or higher
81.4%
(CLO) 3: Develop competency with standard
equipment and techniques of biosciences (balance,
graduate, pipette, metric ruler, chemical indicators,
microscopes, making and interpreting graphs, &
interpreting data)
80% of students
score 2 or higher
86.1%
 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)
19
**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
E. COURSE-LEVEL OUTCOME (CLO) 1:
7. How do your current scores match with your above target for student success in this
course level outcome?
Actual scores exceeded target score by almost 3%. Scores may be inflated
however, because the scores of students who drop at an early stage in the course
are not included.
8. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
STRENGTHS: The majority of students can apply concepts.
DEFICIENCIES: There was a decline in scores from 86% in 2011 to about 83% in the
current cycle. A significant number of students are unable to deal with the
complexity of the information. One reason is that students don’t read their text or
lab manual. They don’t have skills in organizing information. More emphasis will
be placed on helping students develop learning skills and holding them accountable
for doing necessary preparatory work.
In an effort to increase student engagement, the lab manual will be rewritten to
emphasize student responsibility to prepare for laboratory exercises. Students
must complete pre-lab exercises including reading the text and lab manual,
preparing flash cards on terminology and other activities such as on-line tutorials.
F. COURSE-LEVEL OUTCOME (CLO) 2:
7. How do your current scores match with your above target for student success in this
course level outcome?
Actual scores exceeded the target by 1.4%. Scores may be inflated however,
because the scores of students who drop at an early stage in the course are not
included.
8. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
20
STRENGTHS: The majority of students are able to design, perform and analyze
experiments.
DEFICIENCIES:
Years of inadequate supply budgets have taken a toll on our ability to offer quality
laboratory experiences. Students perform laboratory exercises in groups of four.
Often one or two students do most of the work while others look on. Many of the
lab exercises have online components. However, at present there are only four
computers in the lab. Unless students bring their own laptop, there is a wait to
access the computers.
Our requested supply budget is routinely reduced to only 50-60% of what is
required. This problem is highlighted every year in our Program Review, but is
ignored. Full funding of our supply budget would make it possible to buy more
models, specimens and other supplies. The college needs to provide the funds
needed for ALL students to have hands on laboratory experiences.
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this
course level outcome?
Actual scores exceeded target score by 6%. Scores may be inflated however,
because the scores of students who drop at an early stage in the course are not
included.
6. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
STRENGTHS: Most students are competent in using standard laboratory
equipment and techniques.
DEFICIENCIES: As outlined above, students must work in groups of three or four
when doing experiments. This reduces the opportunity for students to actually
work with equipment.
21
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?
Actual scores exceeded target score by 7%. Scores may be inflated however,
because the scores of students who drop at an early stage in the course are not
included.
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?
STRENGTHS: Most students are able to communicate environmental concepts by
verbal, written, and graphic/illustrative means.
DEFICIENCIES: Some students have difficulty in writing coherently. There is no
prerequisite for the course and many students have not taken college English
courses. Students are not able to graph. Although they may have had math
courses, graphing is not a skill that they have developed before taking ENSC 11.
Several exercises that require graphing are included in the course.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
10. What changes were made to your course based on the previous assessment cycle,
the prior Closing the Loop reflections and other faculty discussions?
The goals in 2011 were to emphasize development of critical thinking skills, increase
the number of students who are competent or accomplished in applying
environmental principles and increase opportunities for students to complete a
variety of assignments that include graphing, writing, presentations, posters, etc.
11. 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?
As long as our supply budget is inadequate, it will be a struggle to achieve significant
changes. Pedagogical techniques may be adjusted and improved, but providing each
student with hands on experiences in the laboratory is key to improving instruction.
22
12. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:____________________________________________________________
_____
23
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
MICR1
Spring 2015
5
3
60
Spring 2015
Carlos Enriquez
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)
(CLO) 1:
Students express their understanding of the structure
of the bacterial cell in relation with their function
(CLO) 2:
Students distinguish the characteristics of special
bacteriological media and their applications
(CLO) 3:
Students assess antibiotic mechanisms of action and
differentiate types of antimicrobial resistance
(CLO) 4:
Defined Target
Scores*
(CLO Goal)
80% of
students score
2 or more
80% of
students score
2 or more
80% of
students score
2 or more
Actual Scores**
(eLumen data)
89% of students
scored 2 or
more
94% of students
scored 2 or
more
68% of students
scored 2 or
more
 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?
24
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
9. How do your current scores match with your above target for student success in this
course level outcome?
Students performance was higher than the target score
10. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
This CLO assessed students’ understanding of a lecture topic. Most students were
able to identify cellular structures and relate them to their functions. In particular,
they demonstrated an understanding of the structure and function of the
cytoplasmic membrane and flagella as a complementary units of the cell. Some
students; however, still were not capable to develop a broad conceptual view of
the cell, instead, the cellular structures were seen as individual and unrelated cell
components.
H. COURSE-LEVEL OUTCOME (CLO) 2:
9. How do your current scores match with your above target for student success in this
course level outcome?
Students performance was higher than the target score
10. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
This CLO assessed a laboratory component of the course. The majority of students
were able to recognize the principles that govern the use of special bacteriological
culture media, and how this can be used in the identification of bacteria.
25
C. COURSE-LEVEL OUTCOME (CLO) 3:
7. How do your current scores match with your above target for student success in this
course level outcome?
Student performance was lower than the target score
8. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
This CLO assessed the students’ understanding of the mechanisms that govern
antibiotic targets and how bacteria become resistant to them. Over two thirds of
the students reached the target score. However, this result indicates that there are
still a small number of students who are not learning those concepts properly. The
lecture dedicated to antimicrobials needs to be revised, in particular, the concepts
related to antibiotic mechanisms of action and microbial resistance to antibiotics.
The inclusion of case studies related to those aspects may help students to grasp
those concepts.
26
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: __BIOLOGY___





PLO #1: Students will communicate biological concepts by written, verbal, and
graphical/illustrative means. PLO #2: Students will demonstrate critical thinking and/or laboratory skills required to
interpret data from a variety of experimental, written and visual sources to answer
biological questions.
PLO #3: Students will describe relationships between structure and function at multiple
levels of biological organization.
PLO #4: Students will summarize how hereditary information is expressed and passed
from generation to generation.
PLO #5: Students will describe how diversity arises by evolutionary change and how the
unity of living systems results from evolutionary conservation.
What questions or investigations arose as a result of these reflections or discussions?
What can we do to improve student success? What can we do to improve student learning
and level of enthusiasm?
What can we do to encourage students to follow the recommended pathway? Are more
prerequisites necessary or should they be decreased?
What can we do with the finances we have to come up with a solid structure which will
become a safe, learning environment now and in the future.
Two of our Program-level outcomes do not apply to Bio 25. That course is unique in that it
does not include a laboratory component.
What program-level strengths have the assessment reflections revealed?
 Faculty innovations: writing our own lab manuals.
 Participation by some faculty in the Bridge program.
 Constantly striving to improve supplies, equipment and technology in the classroom.
 Identifying needs for increase in staffing, budgeting and periodically updating the
equipment.
 Making sure that our course material relies on the prerequisite and revisit those
prerequisites to make sure they still make sense for the student to have spent their
time to take them.
 Being vigilant about any facility level issues that come up.
 Bringing a sample of “real life” to the classroom through the efforts of the
Environmental Science faculty so that students can have a field experience right
outside the classroom or on the premises. The long term desire is for a fully functional
27

greenhouse atop a Biology building that can handle our plans to serving more
students and help them achieve their goals
Bio 25 does cover the first two program level outcomes.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
 Have District give us the financial support to build and equip Phase 1 of the Biological
Science building and seek funding to build Phase 2 to make for a safe learning
environment that is student /faculty/staff friendly with allowance for expansion to
keep up with a burgeoning demand for serving more students.
 Making sure our faculty gets good staff support so that our existing staff support does
not get over worked.
 Increase student engagement by improving student access to equipment with smaller
lab groups.
 Hire additional faculty to teach courses and participate in the work of the subdivision.
 Have administration and HR be proactive in seeking and identifying the best part time
candidates for staffing based on the needs of the program (being done recently by
our interim Dean).
 Create facilities for Agroecology/Biology/Environmental Sciencestudents to observe
and collect data on organisms and ecosystems in a natural context.
 Have program funding to bring into complete fruition, a smoothly running STEM
center, one that is well-staffed with a full-time Supervisor/Director. Currently,
students cannot use the many models and equipment that was ordered for lack of
proper set up, and human resources for checking materials out and in by students.
 None with regards to Bio 25. it is not necessary that EVERY course contribute to the
achievement of EACH outcome as long as some outcomes are addressed.
28
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers. Write n/a if the
question does not apply to your area.
1. Have all of your course outlines been updated within the past five years? Yes
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five
years or won’t be taught in three years should be deactivated)Yes
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?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 semesterBIO 31 and ENSC 12 need to be completed. Issues
with eLumen data being transferred to Curricunet has caused problem with not being
able to access eLumen rubric. This issue should be resolved by next year.
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. BIO 31 and ENSC 12
need to be completed. Issues with eLumen data being transferred to Curricunet has
caused problem with not being able to access eLumen rubric.
6. Have you developed and assessed PLOs for all of your programs? If no, identify
programs which still require this work, and your timeline to complete that work this
semester.Yes
7. If you have course sequences, is success in the first course a good predictor of success in
the subsequent course(s)? Yes
8. Does successful completion of College-level Math and/or English correlate positively
with success in your courses? If not, explain why you think this may be. Yes
29
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.
Project Name: Food Systems Program
Contact Name: Debra (Howell) Caldwell
Division/Discipline/Program/Office: Science-Math/Biology
Contact info: (dhowell@chabotcollege.edu, x6878,)
How does your project address the college's Strategic Plan goal, significantly improve student
learning or service, and/or address disproportionate impact?
Help the undecided to define a goal by helping students to determine their passion, what
careers may be possible with that passion, and then what educational goals can lead to those
careers
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”)
Establish a food systems program.
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).
The program and initial courses address at list three College wide outcomes:
Global and Cultural Involvement: students will examine different types of agricultural and
food systems
Civic Responsibility: students will develop an understanding of food systems and food justice
Development of the Whole Person: students will develop skills necessary to grow their own
organic, nutritious food
What is your action plan to achieve your goal?
Activity (brief description)
Begin to teach the new ENSC 15 (Agroecology) course
Target
Required Budget
Completio (Split out personnel,
n Date
supplies, other
categories)
Aug 2016
Begin to teach the new ENSC 15 (Agroecology lab) course Aug 2016
30
$4,650 for supplies
Develop partnerships with individuals/organizations that ongoing
have the common goals of urban agriculture and food
justice
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
X Reassigning existing employee(s) to the project; employee(s) current workload will be:
X Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
X Other, explain 2 new faculty positions have been requested
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
X Require additional funding to continue and/or institutionalize the
project
(obtained by/from): on-going supply budget
Will the proposed project require facility modifications, additional space, or program
relocation?
No
X Yes, explain: space on or off campus will be required for the laboratory
course, a plot may be available at Hayward Community Garden
Will the proposed project involve subcontractors, collaborative partners, or cooperative
agreements?
No
X Yes, explain: We have possible collaboration with HARD (Hayward
Community Garden) and University of California Cooperative Extension
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
X Yes, list potential funding sources: USDA SPECA grant
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name: Food Systems Program
Contact Name: Debra (Howell) Caldwell
Division/Discipline/Program/Office: Science-Math/Biology
Contact info: (dhowell@chabotcollege.edu, x6878,)
Check the student success indicator(s) your project will address
x ACCESS: Enroll more of a population group to match their representation in community.
__ COURSE COMPLETION: Increase success rates in identified courses.
__ ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
31
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
X DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
X TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
X 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
Veterans
X
X
X
X
X
X
American Indian
or Alaska Native
Asian
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hispanic or Latino
Hawaiian or
Pacific Islander
White
X
X
X
X
2) COLLABORATIVE PARTNERS
In what ways does your project include collaboration between academic and student services
and/or with the community? (Equity proposals that partner to reach target populations are
prioritized over proposals that do not)
32
I have been in discussions with the following people:
1. Rob Bennaton, the University of California Cooperative Extension Alameda & Contra
Costa
County Director/ and Bay Area Urban Agriculture Advisor
2. Sandra Frost, Marcy Timberman, Mark Salinas and other members of the Food Access
Committee of the Hayward Task Force on Hunger and Homelessness
3. Alan Fishman at San Lorenzo High School
4. Many faculty, staff and students at Chabot College including Susan Sperling, Tom
DeWit, Anita
Wah, Tim Dave, Rebecca Otto, Passion and Purpose garden students, Jennifer Pierre-Louis
SSCC Secretary
5. Juan Alvarez, Regional Director, US Dept of Agriculture, Hispanic Serving Institutions
National
Program
To determine how your project fits into your discipline’s or program’s planning:
1)Is your project mentioned in your area’s latest program review?
X Yes __ No
2)Does your immediate administrator support this project?
__ No X 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?
I have discussed the program with members of the Biology subdivision on several occasions.
Most recently, I did a presentation on Food Security and Urban Agriculture at the Oct 16 flex
day. I spoke with our interim dean, Tim Dave, several times and have kept him informed about
recent developments by email. The last time I met with Tom DeWit was on September 28. I
met with Anita Wah on August 3 and attended a meeting of the Food Access Committee with
her. I spoke with Dr. Sperling about developing a Food Systems Program at the beginning of
June and have kept her updated with emails.
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
The goal of the project is to develop an interdisciplinary associate’s degree program, which will
start with the Agro ecology lecture course (ENSC 15). Other courses will developed in subjects
such as food systems and policy, health and nutrition, social justice and possible business
courses in developing a commercial urban farm or CSA.
33
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
African American and Latino families are twice as likely to experience food insecurity as nonLatino white families. At Chabot College, almost half of our students are Latino (34%) and
African American (14%). In our service area, many people live in poverty (13.5% in Hayward,
9.2% in San Leandro, 8.5% in San Lorenzo) and their food security depends on the availability
and cost of commercially processed food. Home gardens and urban agriculture are alternatives
to this dependence on the market system.
However, many people don’t know how to grow food. In the Biology Garden adjacent to
building 2100, many students have planted a vegetable for the first time in their lives. There
are practical reasons for developing a Food Systems Program. People in our community can be
educated and trained to grow food for their families and neighborhoods and, in the process,
help increase food security.
There are also academic reasons to have a Food Systems program. I have discussed the
possibility of creating bridge programs between local schools such as San Lorenzo High School
and transfer institutions such as UC Berkeley, Davis, Merced and Santa Cruz. There are many
career opportunities in agriculture, food science, entomology and other fields. Our urban
students don’t often think of agriculture as a pathway, but it is a viable option. Juan Alvarez,
who is with the USDA, has a wide variety of internships, financial aid and other benefits
especially for underserved students who are interested in pursuing careers related to
agriculture.
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.
A.1 Develop curriculum and write a lab manual for the new ENSC 15 (Agroecology) course and
new ENSC 15L (Agro ecology lab) courses. Debra Caldwell
A.2 Begin to teach the courses in Fall, 2016. Debra Caldwell
A.3 Continue to develop partnerships both on and off campus. Debra Caldwell
34
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
ITEM
NUMBER
UNIT COST
TOTAL COST
digging shovel
12 $
20.00
$
240.00
Gorilla 5.5 cu ft yard cart
1 $
130.00
$
130.00
50 ft garden hose
2 $
30.00
$
60.00
Corona bypass hand pruner
12 $
25.00
$
300.00
bag Kellogg's soil amendment
12 $
9.00
$
108.00
18 gal storage bin with snap lid
24 $
6.00
$
144.00
pitch fork
12 $
70.00
$
840.00
garden rake
12 $
20.00
$
240.00
leaf rake
12 $
20.00
$
240.00
steel wire remesh 5' x 150'
1 $
110.00
$
110.00
rebar 0.5" x 10'
10 $
6.00
$
60.00
drip poly tubing with emitters 100'
3 $
36.00
$
108.00
expandable water timer
1 $
50.00
$
50.00
irrigation pressure regulator
2 $
10.00
$
10.00
drip irrigation stakes 10x
20 $
2.00
$
40.00
8 port irrigation manifold
5 $
7.00
$
35.00
cultivator
12 $
17.00
$
204.00
pkgAgribon AG-19 (10' X 1000')
1 $
259.00
$
259.00
plant knife
24 $
20.00
$
480.00
7 lb Dr. Earth organic fertilizer
2 $
30.00
$
60.00
seeds
40 $
3.00
$
120.00
peripheral cross section of stem
model
1 $
600.00
$
600.00
Altay root model
1 $
230.00
$
230.00
Apple flower model 5x times
$
400.00
$
400.00
SOMSO deciduous leaf model
$
600.00
$
600.00
$ 5,668.00
Shipping, handling, tax
$ 1,133.60
TOTAL
$ 6,801.60
3 CAH release time for Debra Caldwell to develop and coordinate the program. Will require
faculty overload or PT position to teach one of her courses.
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)?
Goal: The ultimate goal is to establish a food systems program with a transfer degree, but there
are several benchmarks along the way including developing and teaching the Agroecology
35
courses and establishing a larger, teaching garden. Development of additional courses will be
necessary to complete a program and create a transfer degree.
Outcomes:
Student success in the courses will be monitored.
Additional courses will be developed
A transfer degree will be established.
Bridge programs between high schools, Chabot College and transfer institutions will be
developed.
Identification of students: Students will be part of the initial Agroecology course. They will
need to be followed individually until other courses and a program are developed. Retention
and persistence rates of the Agroecology cohort will be compared to the Chabot population.
36
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):
2
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: Biology
Criteria 1.
Percent of full-time faculty in department.
Fall 2012
Spring 2013
Fall 2013 Spring
2014
Fall 2014
FTEF
(Contract)
64.42%
1.85
63.42%
1.85
53.83%
FTEF
(Temporary)
35.38%
2.08
36.59%
2.08
46.73%
# of Contract
Faculty
6.25
7
7
7
5
Fall 2015
FTEF (Temporary)
FTEF (Temporary)
# of Contract Faculty
47.35%*est
52.65%*est
6
37
Name of Recently Retired Faculty (in last 3 yrs)
Criteria 2.
Date Retired
Semester end departmental enrollment pattern for last three years.
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Success Rate:
106%
106%
106%
106%
106%
FTES:
83.55
83.55
83.55
83.55
83.55
Briefly describe how a new hire will impact your success/retention rates.
The lead faculty member for a given course is responsible for the curriculum of
both lecture and laboratory portions for all sections and in most cases writes a
corresponding laboratory manual to be used by all students taking the course.
This is a responsibility and workload that exceeds contractual requirements and
especially exacerbated as the number of adjuncts teaching the course increases
because the lead instructor must train and supervise them to ensure course
objectives and laboratory exercises are taught in a manner that ensures equality
in student success. The increase in adjunct faculty places additional work on the
lab technicians who must now work with and coordinate laboratories with fulltime and adjunct instructors. Laboratory materials are shared among class
sections. Supplies must be ordered, inventoried, replenished, cleaned, and put
away properly. As the percentage of adjuncts to full time faculty increases, this
task becomes more complicated as does the challenge of providing a safe learning
environment.
As in all areas, additional responsibilities are being given to full-time faculty in
areas other than classroom instruction:
 The increase in the number of courses taught by adjunct faculty has
increased the workload of full time faculty as full-time faculty must
interview, hire, train, mentor, and evaluate adjunct faculty.
38



Full-time faculty carry increasing responsibility for activities such as
program review, development of curricula, assessment of student learning
outcomes, etc.
Working and reworking the STEM and Allied Health student schedules
across the division in order to build (words missing?)
Several of the Biology full-time instructors have duties, mostly without
reassigned time, in addition to instruction:
o Agnello Braganza is our lead for the Biology 31 course and serves
on the Budget Committee and is the Coordinator for the NIH
Bridges to Baccalaureate Program.
o Debra Caldwell is the lead for the Urban Agriculture Garden Project
as well as a co-lead for biology STEM students, and co-advisor to
the Biology Club. In addition, she leads our Environmental Science
Program.
o Zarir Marawalais the lead for Physiology and Biology 50 courses
and serves as the Biology Subdivision Coordinator.
o Zarir Marawala also serves as the Chair for the campus Technology
Committee.
o Jennifer Lange is the designated lead for Anatomy 1 and in her
absence, Zarir Marawala has taken over lead for the course for the
academic year.
o Rebecca Otto leads the Biology 6 and 10 courses and serves on the
Facilities Committee and co-advisor to the Biology Club.
o Carlos Enriquez leads our Microbiology 1 course and serves on the
Health and Safety Committee.
o Patricia Wu was our immediate past division Curriculum rep and
will most likely continue when she returns from her leave.
o Patricia Wu teaches Anatomy, Physiology and currently leads
Biology 2.
o Robert Cattolica and Patricia Wu are cell and molecular biologists
who are investigating a prospective Biotechnology program.
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
39
Spring 2014
Fall 2014
Criteria 3.
Meets established class size.
Anatomy
Fall 2012
Spring 2013
Fall 2013 Spring 2014
Fall 2014
WSCH
1647
1350
1593
1567
1639
FTES:
54.00
WSCH/FTES 499.09
45.00
490.91
52.5
482.73
51.9
471.82
54.3
496.36
Biology
Fall 2012
Spring 2013
Fall 2013 Spring 2014
Fall 2014
WSCH
3003
2961
3174
3800
3510
FTES:
99.2
WSCH/FTES 587.1
97.4
578.89
104.3
578.14
125.86
562.13
115.69
639.34
Environmental Fall 2012
Science
Spring 2013 Fall 2013 Spring 2014
Fall 2014
WSCH
282
252
288
291
135
FTES:
WSCH/FTES
9.3
503.57
7.0
450
9.5
514.28
9.6
675
4.5
675
Microbiology
Fall 2012
Spring 2013 Fall 2013 Spring 2014
Fall 2014
WSCH
1152
1206
1206
1098
1125
FTES:
WSCH/FTES
37.8
418.91
40.2
438.55
40.2
438.55
36.6
399.27
37.5
409.09
40
Physiology
Fall 2012
Spring 2013 Fall 2013 Spring 2014
Fall 2014
WSCH
1089
1044
1035
1017
1336
FTES:
WSCH/FTES
36.3
523.56
33.9
501.92
34.54
497.6
33.9
488.94
44.54
513.85
If there are any external factors that limit class sizes, please explain.
The courses are limited in student capacity by the number of lab stations, and
lab space, the ratio of students to faculty supervising student work. Our ability
to accept more students has been extended by faculty keeping safety and
supplies/equipment availability in mind.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
Two new courses, ENSC 15 and 15L (Agroecology lecture and lab) will be
taught beginning in Fall, 2016 requiring additional faculty.
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.)
41


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.)
We could really use 1 FTEF for Anatomy and 1 FTEF for General Biology with
classes like Bio 31 in mind where we can add more sections and bring students
into the program and along productive pathways of STEM and Allied Health
towards their bright future, rather than turning them away. Biology courses
like 31 and Anatomy 1 have been ongoing bottlenecks for the students we
serve. Consider the Anatomy 1 fill rate of 117%. Yet, just this Fall alone, we
turned away 93 students who were on the waitlist, eager to continue their
course in the program sequence. And these students do not include more that
could not even make it on the wait list!
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.
Life Sciences primarily serves three major student groups:
1. Allied Health/Health Science students: 1,721 total students on campus (860
students per year)
a.
Courses in program needed – BIOL 31, ANAT 1, MICR 1, PHSI 1
b.
Courses in other programs needed – CHEM 30A, CHEM 30B, PSY 1,
SOCI 1, HLTH 1, HLTH 51A, HLTH 51B, NUTR 1, CAS 50, PSY 12,
42
KINE 1
2. Biology AA & transfer students: 574 total students on campus (287 students
per year)
a.
Courses in program needed – BIOL 2, BIOL 4, BIOL 6
b.
Courses in other programs needed – CHEM 31, CHEM 1A, CHEM 1B,
CHEM 12A, CHEM 12B, MTH 1, MTH 20, MTH 37, PHYS 2A, PHYS
2B
3. Natural Science GE students ~1850 seats needed per year
a.
Courses in program offered – BIOL 10, BIOL 25, BIOL 50, ENSC 10, ENSC
11, ENSC 12
b.
New courses, ENSC 15 and ENSC 15L will be offered beginning in Fall,
2016.
c.
Courses outside of program offered – ANTH 1, ANTH 1L, ANTH 13, PSY
4
Last year, with an additional 0.55 FTEF, we were able to add a double section of
BIOL 6. This increased the number of biology majors that could begin their
program by 48 students. (Other changes in numbers of students served resulted
from a one-time shift in class offerings due to Debra Caldwell’s sabbatical. These
will not remain in place in subsequent years unless additional FTEF is obtained.)
The new courses will require additional FTEF.
With the addition of one FTEF this year, we have some amelioration in the
Biology majors program and can help with Microbiology as well, but our current
FTEF is still overall insufficient to serve the needs of these programs: The Allied
Health pathway can only accommodate 432 students entering each year, leaving
over 400 students unable to start taking the classes they need. All total, the
program can only accommodate about 50% of the declared students who need
it.
The Biology pathway can only accommodate 144 students entering per year,
leaving 143 students unable to start taking the classes they need (this also does
not account for the Engineering and Environmental Studies students who also
need these classes). All total, the program can only accommodate about 50% of
the declared students who need it.
Every student who matriculates at Chabot
with the educational goal of transfer needs to take a Natural Science GE course
as well as a science lab (which can be either Natural or Physical Science). Every
student who has an educational goal of associates degree needs one science
course in either Physical or Natural Science. Approximately 3000 new students
enter Chabot each year (an additional 1000 transfer from other colleges), 75% of
43
whom need to complete the GE requirements.
Subtracting students who will complete this requirement through their major,
approximately 1,850 lecture seats are needed in Natural Science General
Education courses each year. Currently, our schedule offers 1,660 lecture seats,
an improvement from 1,548 the previous year. (Although 880 of these could also
be used to meet the Social & Behavioral Sciences GE). Of these seats, only 264
are lecture only classes offered by Life Sciences.
This year, with two faculty out on leave (sabbatical and work load) we see our
heavy dependence on P/T faculty. Anatomy, e.g. have all sections run by parttime faculty with only one class, whose lecture is being handled by a full-time
faculty who is also currently our coordinator and chairs the campuswide
Technology Committee. This was because we almost did not have coverage for
the night class and would have had to turn away a full class of students. An
additional full-time faculty would take care of such a situation and give us the
potential to add another Anatomy class as needed to meet the demands of our
students' academic needs. In addition, it has become more difficult to find
qualified adjunct professors in general.
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
44
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.
The college would like to establish a food systems program with a transfer
degree. Initial offerings are both a lecture and laboratory Agroecology
courses which would include establishing a larger, teaching garden.
Development of additional courses in other disciplines such as Environmental
Studies, business, etc. will be necessary to complete a program and create a
transfer degree.Biology and health science students complete a full array of
courses in other disciplines including chemistry, physics, math, English and
other areas. Nursing and biological sciences are among the top transfer
majors.
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.
We need to maintain a robust pool of part-time faculty but currently, we feel
that the additional full-time faculty positions we speak would serve us our
department’s needs better.
45
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
The college would like to develop an interdisciplinary associate’s degree program in Food Systems, which will
start with the Agroecology lecture course (ENSC 15). Other courses will be developed in subjects such as food
systems and policy, health and nutrition, social justice and possible business courses in developing a
commercial urban farm or CSA.
African American and Latino families are twice as likely to experience food insecurity as non-Latino white
families. At Chabot College, almost half of our students are Latino (34%) and African American (14%). In our
service area, many people live in poverty (13.5% in Hayward, 9.2% in San Leandro, 8.5% in San Lorenzo) and
their food security depends on the availability and cost of commercially processed food. Home gardens and
urban agriculture are alternatives to this dependence on the market system.
However, many people don’t know how to grow food. In the Biology Garden adjacent to building 2100, many
students have planted a vegetable for the first time in their lives. There are practical reasons for developing a
Food Systems Program. People in our community can be educated and trained to grow food for their families
and neighborhoods and, in the process, help increase food security.
There are also academic reasons to have a Food Systems program. There are many career opportunities in
agriculture, food science, entomology and other fields. Our urban students don’t often think of agriculture as a
pathway, but it is a viable option. Juan Alvarez, who is with the USDA, has a wide variety of internships,
financial aid and other benefits especially for underserved students who are interested in pursuing careers
related to agriculture.
Debra Caldwell, who has taught Biology and Environmental Science at the college for over 25 years requests 3
CAH units of release time to develop curriculum and write a lab manual for the new ENSC 15 (Agroecology)
course and new ENSC 15L (Agroecology lab) courses. In addition, she will continue to work to form
partnerships with local schools such as San Lorenzo High School and transfer institutions such as UC Berkeley,
Davis, Merced and Santa Cruz and the UC Cooperative Extension.
46
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:
x
3 CAH
Summary of hours requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
47
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)
48
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
athttp://www.chabotcollege.edu/ProgramReview/Data2015.asp
49
COURSE
Anatomy
General
Biology
Environmental
Science
CURRENT
FTEF
(2015-16)
1
2
ADDITIONAL
FTEF
NEEDED
1
1
CURRENT
SECTIONS
1
1
7
13
84
ADDITIONAL CURRENT
SECTIONS
STUDENT #
NEEDED
SERVED
1
390
1
2520
4
1750
ADDITIONAL
STUDENT #
SERVED
420
2575
1850
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
50
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.
X
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?
With a slow increase in maintenance budget we are able to slowly improve the student
to lab activity ratio. The smaller the ratio, the better the performance. In classes where
1-2 student work on one lab exercise, the level of understanding and outcome of
assessment is more favorable than where several students crowd around one model or
one set of lab apparatus.
The requested supply budget has increased each year as the cost of materials and
supplies has increased and more sections have been added. However, the actual budget
received has remained at the same level (under $40,000/year). As a result, we have had
to increase the number of students using a piece of equipment, dissecting a specimen or
performing an experiment. If this trend continues, we will see a decline in performance.
Having only half of the budget required to teach our students is a major problem.
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.
51
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. 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.)
x
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request
Spreadsheet (please check box to left)
Rationale:
Service for microscope cleaning, repair and maintenance is very necessary to keep our
program going. In addition, a number of Spectrophotometers break down which make it
difficult to conduct labs in a majority of the Biology labs. This also impacts microbiology
and physiology.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or
service area outcomes (SAO’s) support this request?
Use of specialized lab equipment is an integral part of our SLOs/CLOs in Biology, Micro
and Physiology courses.
52
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.
X
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
We are in need of replacing 6 of the digital Spectronic spectrophotometers that
were purchased several years ago for the Biology courses.
Equipment is need for the new Agroecology 15L course that will be taught for the
first time in Fall 2016. Without the necessary equipment it will not be possible to
offer the course.
The Anatomage tables are to be used primarily in Bio 50, Anatomy 1 and Physio 1.
The equipment itself gives a unique experience to the student of doing a
cyberdissection, which includes bringing “out” slices of body parts in different
planes and examining in“3D” by advanced technological rotation imaging. This kind
of technology is being used more and more in medical schools and in a few
universities and we could be among the first to offer this to students in a
community college setting. The dissections that are done on cadavers may well
improve after students have had a chance to experience what a regional dissection
looks like—one that was caused by their own actions. The benefit would be to
learning using the visual and kinesthetic realms of learning plus any audio that the
instructor or the students themselves provide. The possibilities of spin-off projects
for Bio 50 and Anatomy are staggering and limited only by the imagination. While
students in non-Anatomy dissection classes are often curious about the nature of
the class, we do not encourage cadaver room visits by students who are not in
53
Anatomy. By opening the cadaver experience to the Bio 50 students and perhaps
even the students, this tool may well be a great advertising for our illustrious
program for Allied Health. We may well see a course (an Anatomy 2 perhaps) in the
future that would use the cadaver dissection virtually to use what students have
learned in Anatomy 1. Physio 1 students have to often go back and review what
they learned in Anatomy 1 as it pertains to what they are learning in Physio and
having an Anatomage table would at least be a great refresher, and actually gives
the student a chance to go back and apply what they have learned in Physiology.
We have always had the need for an area within the labs in Physio and General Bio
where a quality microscope would be paired with a high-def. camera to take very
clear pictures that can then be used to discuss histology and other tissue/cell
biology topics. Needless to say, that these precision instruments don’t do well
moved around, so we have identified two areas where the needs have been the
greatest. Physio/Bio50 intends to use it as the lead instructor intends to make
project based standalones that would be available to the teachers in Anatomy, Bio
50 and Physio. The teachers in Anatomy, Bio 50 and Physio can also use the
equipment for their self-driven projects towards better pedagogy as they see fit.
Another station in the Bio 2 lab would also for General Bio and Bio majors
instructors to make use of such a tool.
Meanwhile in Bio 50 that works with approx.. 200 students a year can get the
benefit of demonstrating proper microscopy technique using low/high settings and
focusing of images all done on the computer. This is a single set that can be used as
a template for future projects using real slides. It also gives students a better idea
of what to expect when they explore the world under a microscope lens and
minimize frustration and potential damage to our precious microscopes. Keep in
mind that there are no pre-requisites for the Bio 50 classes and as such we get
students who may be with or without any scientific background.
Petri-dish and tube filler; and peristaltic pump
The five MICR1 sections require hundreds of petri dishes and tubes of
bacteriological culture media every semester. Lynn Hansen, our Lab Technician
spends a significant portion of her time in the preparation of this critical material.
Since she prepares the labs for several other classes, access to a Petri-dish and tube
filler; and a peristaltic pump would allow her to use her time more efficiently, and
dedicate her energy to other important activities. In addition, the Petri-dish and
tube filler; and the peristaltic pump may be used in the preparation or certain types
of materials for other Biology courses.
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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 2100 Phase II
Building/Location: 2100
Type of Request
___ Space Need
___ Small Repair
___ Large Repair
__X_ Building Concern
__ Larger Facility Need
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
Although Phase I of the new Building 2100 is in the design phase, Phase II still needs to be
funded by a new bond or other funding sources. Phase II is needed to accommodate
additional laboratories including a lab for Geology (the only additional course needed for an
Environmental Science degree), a large student workspace and lecture space.
The current laboratory rooms have inadequate space between workstations, creating
potential spill hazards as students move about. Students in wheelchairs cannot move around
the room to work stations. The wheel chairs create an obstruction and block access for
other students. Shelves obstruct windows and some windows do not open. Additionally,
counter space, and in some cases electrical capacity, is insufficient for the technology
needed for modern biological experiments and computer stations. Lab workstations are not
designed for computerized recording and analysis of experiments. Bringing in the
computers clutters the workspace and the aisles, creating multiple potential hazards. Room
2124, our only remodeled classroom, was constructed with low-grade materials. The
countertops are burnt, gouged, and have exposed raw wood. This is a serious issue in a
Microbiology Laboratory, which requires regular disinfection. This room also has a
chalkboard of insufficient length.
Our only lecture room 2108 was originally a laboratory room designed to accommodate a
class of 20 students. Laboratory fixtures such as a fume hood and storage cabinets have
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never been removed and occupy valuable floor and wall space. We have been prevented
from making small structural changes due to the hazard of exposing asbestos. Today we
hold lectures with 48+ students in 2108 even though it is an unacceptably cramped space
with virtually no aisles between student desks. We have need for at least two lecture
classrooms, each built for occupancy of 56 students. Phase I of construction includes no
lecture classrooms.
Most of our classrooms contain computer projection systems, but the rooms were not
designed for them, they have a maze of wires, screens are in bad locations and lighting is
poor. The blinds are inoperable. We cannot control incoming sun glare and blinds cannot be
closed as per requirements if an emergency requires a building lockdown. We would like
lighting we can control and clearly visible computer/Elmo/ microscope projection systems,
which do not block the chalk boards (yes, we still use chalk).
What educational programs or institutional purposes does this request support and with
whom are you collaborating?
Biology majors, Allied Health Students, students requiring a specific biology course to
complete their programs (psychology, kinesiology, etc.) and all students requiring a GE
biology course.
Briefly describe how your request supports the Strategic Plan Goal?
1. Provide a safer environment for student learning.
2. Space for modern equipment will better prepare students for transfer and employment
by giving students experience with laboratory techniques of the 21st century.
Brief Title of Request (Project Name): Stem Center expansion
Building/Location:
Type of Request
___ Space Need
___ Small Repair
___ Large Repair
___ Building Concern
_X_ Larger Facility Need
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
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Current STEM/Allied Health center will need some extension to accommodate both
STEM/Allied Health Pathway students. All these students come from Biology and their
burgeoning numbers are already crowding out the current location of the learning center.
What educational programs or institutional purposes does this request support and with
whom are you collaborating?
BIOLOGY, CHEMISTRY, PHYSICS.
The program supports STEM/ Allied Pathway students.
Briefly describe how your request supports the Strategic Plan Goal?
The need for a student venue for student-student interaction and student-faculty
interaction outside the classroom has been identified for students in need of academic
progress but also for students who want to keep on the academic cutting edge in
increasingly competitive fields. The need for study equipment such as computers with
microscope interface, models, tutors, etc. all necessitate a working learning center. The
students served include but are not limited to Biology majors, Nursing, DH, PA, pharmacy,
PT and other programs.
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