ChabotCollege
AcademicServices
ProgramReviewReport
2016-2017
YearintheCycle:Year1
Program:Chemistry
Submittedon10/26/15
Contact:WaynePitcher
FINAL9/24/15
TableofContents
_X_Year1
Section1:WhoWeAre
Section2:WhereWeAreNow
Section3:TheDifferenceWeHopetoMake
___Year2
Section1:WhatProgressHaveWeMade?
Section2:WhatChangesDoWeSuggest?
___ Year 3
Section1:WhatHaveWeAccomplished?
Section2:What’sNext?
RequiredAppendices:
A:BudgetHistory
B1:CourseLearningOutcomesAssessmentSchedule
B2:“ClosingtheLoop”AssessmentReflections
C:ProgramLearningOutcomes
D:AFewQuestions
E:NewandOngoingInitiativesandProjects
F1A:NewFacultyRequests
F1B:ReassignTimeRequests
F2A:ClassifiedStaffingRequests
F2B:StudentAssistantRequests
F3:FTEFRequests
F4:AcademicLearningSupportRequests
F5:SuppliesRequests
F6:Services/ContractsandConference/TravelRequests
F7:TechnologyandOtherEquipmentRequests
F8:Facilities
YEAR ONE
ResourceRequestSpreadsheetDirections:
Inadditiontocompletingthenarrativeportionofprogramreview,addallyourrequeststoasingle
ResourceRequestSpreadsheet:
a. FollowthelinktothespreadsheetprovidedinAppendixF1A,savethespreadsheetwhereyou
cancontinuetoaccessitandaddrequestedresourcesfromeachappendixtoitasappropriate.
Oncecompleted,submittoyourDean/AreaManagerwiththisfinalizedProgramReview
Narrative.
b. Requestsshouldbemadeforaugmented/additionalresources(morethanwhatyouarealready
receiving).Ifyouhavequestionsaboutwhatconstitutesan“additional/augmented”request,
pleasetalkwithyouradministratorwhocantellyouwhatmaintenanceresourcesyouare
alreadyreceiving.
c. Prioritizeyourrequestsusingthecriteriaonthespreadsheet.YourAdministratorwillcompilea
masterspreadsheetandprioritizeforhisorherentirearea.
d. Submitresourcerequestsontimesoadministratorscanincluderequestsintheirprioritization
anddiscusswiththeirareaatNovemberdivisionmeetings.
1.WhoWeAre
Limityournarrativetonomorethanonepage.Describeyourprogram--yourmission,vision,
responsibilitiesandthegoalsofyourarea.Howdoesyourareasupportthecollege?Whatimpactdo
youhaveonstudentlearning?Describethenumberandtypeoffacultyinyourarea.
The Chemistry program at Chabot College prepares students for transfer to four-year
institutions in a variety of majors. These include Chemistry, Biology, Biochemistry, Chemical
Engineering, and many others. It is also initial preparation for future careers in a variety of
fields, including scientific research, medicine, dentistry, veterinary medicine, and pharmacy.
Chemistry is a fundamental building block in the study of many sciences, so students pursing
majors other than Chemistry will have to take Chemistry courses while at Chabot.
Our mission is to educate students in the area of Chemistry. We aim to help students
learn course-specific material and foster a deeper understanding of science in general and the
world around us. This mission is reflected in our Program-level Learning Outcomes, particularly
outcome #3: Recognize and appreciate the impact of the scientific principles of chemistry in dayto-day life.
The Chemistry program aims to provide a quality, pertinent educational experience that
will give students a firm foundation for later courses and success later in life. A major goal is to
provide students with lab experiences that involve modern techniques and equipment commonly
used in in research and industry, such as NMR, FTIR, chromatography, and mass spectrometry.
Chemistry supports the college by providing instruction in the vital STEM discipline of
Chemistry. Students from a variety of majors and educational goals need to take chemistry
courses at Chabot, and we are here to help them do that.
We have a positive effect on student learning, as can be seen by student success rates that
are slightly higher than the campus averages. Also, our success rates increase as students go
further along our course sequences. One interpretation of this is that our students are improving
with each additional chemistry course they take at Chabot.
1
The full-time faculty have been at Chabot for between 10 and 40 years—experience that
positively affects student learning. There are also currently ten part-time faculty approved to
teach Chemistry at Chabot. The part-time faculty have between 1 and 25 years of experience
teaching at Chabot.
2
2.WhereWeAreNow
CompleteAppendicesA(BudgetHistory),B1,C(PLO's),andD(Afewquestions)priortowritingyour
narrative.Youshouldalsoreviewyourmostrecentsuccess,equity,coursesequence,andenrollment
dataathttp://www.chabotcollege.edu/programreview/Data2015.asp.Limityournarrativetotwo
pages.
AsyouenteranewProgramReviewcycle,reflectonyourachievementsoverthelastfewyears.What
didyouwanttoaccomplish?WhatareyourStudentLearningOutcomes(SLOs)andServiceArea
Outcomes(SAOs),andwhatprogresshaveyoumadetowardachievingthem?Whatareyoumostproud
of?
Reflectonyourcurriculumaswellasyoursuccess,retention,andenrollmentdata.Whattrendsdoyou
observe?Doyouseedifferencesbasedongenderand/orethnicity?Betweenon-campusandonlineor
hybridonlinecourses?Providecomparisonpoints(college-wideaverages,historywithinyourprogram,
statewideaverages).
Discussotherimportanttrendsthatwillhaveasignificantimpactonyourunitoverthenextthreeyears.
Thosecouldincludetechnology,facilities,equipment,andstudentdemand.
Describehowchangesinresourcesprovidedtoyourareahaveimpactedyourachievements.What
opportunitiesandchallengesdoyourforeseeinthenextthreeyears?
Over the last few years, Chemistry has been able to modernize our laboratory
experiments and equipment. The faculty have also continued to provide excellent instruction.
We are most proud of our students’ success after their time at Chabot, whether it is at a transfer
institution or later in their careers. Our students have gone on to attain undergraduate degrees
from a variety of institutions (UC’s, CSU’s, and even private schools). One former Chabot
Chemistry student is currently pursuing a PhD in Chemistry at Caltech!
The Chemistry SLOs are the following:
1. (Critical Thinking) Analyze experimental data and explain chemical processes at the
molecular level.
2. (Communication) Communicate chemical concepts, understand definitions, and
interpret experimental results.
3. (Development of the Whole Person) Recognize and appreciate the impact of the
scientific principles of chemistry in day-to-day life.
We are making good progress toward enabling our students to achieve these outcomes. Recently
(last year) we adopted the SLO assessment method used by the Math sub-division. We have
found that this method allows for more timely adjustments to pedagogy and greater potential for
improved student learning. Please see the previously submitted (May 2015) report for details.
As far as the Chemistry curriculum is concerned, our variety of courses has remained
constant over the last few years. We offer courses in a STEM sequence (Introductory Chemistry
(Chem 31), General Chemistry (Chem 1A and 1B), and Organic Chemistry (Chem 12A and
12B), an Allied Health sequence (Chem 30A and 30B), and General Education Chemistry (Chem
10, taught as a hybrid online course). The number of sections offered of each course has varied
to meet student demand. For example, in Spring 2016 we are increasing the number of Chem 1A
3
sections and reducing the number of Chem 30B sections, all based on observed class sizes and
fill rates.
One course in the catalog that has not been taught recently is Quantative Analysis (Chem
5). We have not been able to offer Chem 5 for a number of years due to budget cuts. However,
we plan to offer it in Summer or Fall 2016. This course is required for a number of transfer
majors (e.g. Chemistry), so offering it at Chabot would benefit students in those majors.
We also have not taught Chem 8, the Survey of Organic Chemistry course. Due to low
demand we have not offered Chem 8 since Spring 2008. We do not have immediate plans to
offer this course, so we have deactivated it. If demand for Chem 8 resurfaces, we will rewrite
the course outline and revive the course.
An additional course offering that Chemistry faculty participate in is STEM 1. Currently
Laurie Dockter and Donna Gibson have taught portions of this course.
Compared to Chabot College as a whole, Chemistry shows generally slightly higher
student success rates. These data are summarized in the following table (note that percentages
may not add to 100% due to rounding).
Fall 2012-Spring 2015 data:
Chemistry student success rates, %
Success Non-success Withdrawal
Overall
72
12
16
by Gender
Men
70
14
17
Women
73
12
15
by Ethnicity
African
62
17
21
American
Asian
79
9
12
Filipino
68
14
18
Latino
67
14
18
Multiracial
65
15
21
Native
67*
25*
8*
American
Pacific
58
22
17
Islander
White
78
9
13
*small sample size, data may not be representative
Chabot student success rates, %
Success Non-success Withdrawal
69
15
16
69
69
16
15
15
16
58
21
21
77
73
66
66
69
10
13
17
16
16
12
15
16
18
15
65
18
17
76
11
13
Differences in success rates between ethnic groups shows a similar trend in Chemistry as
in the college as a whole. Thus any methods for addressing these differences at the college level
should be applicable at the discipline level in Chemistry as well.
Individual Chemistry courses show different success rates as well. These data are
summarized in the following table.
Fall 2012-Spring 2015 data:
Chemistry Course
Success Rate, %
1A
67
Non-success Rate, %
15
4
Withdrawal Rate, %
18
1B
10
12A
12B
30A
30B
31
75
73
79
84
74
76
68
12
15
12
6
11
10
16
34
12
9
10
15
15
16
The highest success rate can be found in Chem 12B (Organic Chemistry II), which is the
terminal course for students transferring in Chemistry, Biological Sciences, or other preprofessional majors. This result is not surprising, as students will self-select for such an
advanced course.
Success rates in Chemistry courses have fluctuated some over the years. Recently (201314) we observed an increase in the persistence rates among Latino students throughout the
STEM sequence. However, that trend has not continued over the last two years. In fact, there
seems to be more year-to-year fluctuation in success rates than any noticeable long-term trend.
This observation applies to all chemistry courses.
The lack of a long-term trend and the year-to-year fluctuation in success rates is of great
concern to us. We have had informal discussions, both amongst ourselves and with colleagues in
other disciplines, about improving success rates among underrepresented groups. We feel more
formalized discussions and planning to help these students will be beneficial. Donna Gibson has
proposed a Faculty Inquiry Group to examine the obstacles to success for underrepresented
groups in STEM. We hope this proposal will be approved and look forward to participating in it.
Looking forward, we see only an increase in demand for STEM courses at Chabot
College (and nationwide). The push for more STEM courses comes from the top—the very top;
President Obama has repeatedly spoken about the need for more students to enter STEM
disciplines. We agree with President Obama.
The recent additions to our instructional equipment will enable us to better meet the
needs of current students. Our additional equipment requests will further this ability to meet
student needs. Like many STEM fields, modern Chemistry relies extensively on
instrumentation. We introduce our students to as much modern chemistry instrumentation as
possible at a community college. The recent purchase of an NMR (Nuclear Magnetic
Resonance) spectrometer will enable students to gain valuable experience in an important
experimental technique on a modern instrument. That students will be able to do so in a small
class with significant instructor contact will help them going forward. Many students at fouryear institutions do not get the chance to take their own NMR spectra in lower division courses!
5
3.TheDifferenceWeHopetoMake
ReviewtheStrategicPlangoalandkeystrategiesat
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfpriortocompletingyournarrative.
PleasecompleteAppendicesE(NewandOngoingInitiativesandProjects)andF1-8(ResourceRequests)
asrelevanttoyourneedstosupportyournarrative.Limityournarrativeheretoonepageandreference
appendiceswherefurtherdetailcanbefound.
• Overthenextthreeyears,whatimprovementswouldyouliketomaketoyourprogram(s)to
supportstudentlearningoutcomes,equity,and/ortheCollegeStrategicPlanGoal?
• Whatstepsdoyouplantotaketoachieveyourgoals?Describeyourtimeframe.
• Wouldanyofyourgoalsrequirecollaborationwithotherdisciplinesorareasofthecollege?
Howwillthatcollaborationoccur?
• Whatsupportwillyouneedtoaccomplishyourgoals?(CompleteAppendicesandResource
Requestspreadsheet.)
Overthenextthreeyears,theChemistryprogramplanstodothefollowing:
• WorkcloselywiththeMESAandSTEM/TRIOprogramstohelpimprovestudent
successamongunderrepresentedgroups.
• Continuetomodernizelaboratoryexperimentsandequipment.
• Continuetoupdatelabmanuals.
TheChemistryprogramalreadyhasanestablishedcurriculum.Itisthroughthemodernization
ofourlabsthatthiscurriculumcanbebestimplemented.Wecanalsobestservetheneedsof
ourstudentsbyworkingwithotherprograms(suchasMESA).Weplanoncontinuingthiswork
overthenextthreeyears.
6
AppendixA:BudgetHistoryandImpact
Audience:BudgetCommittee,PRBC,andAdministrators
Purpose:Thisanalysisdescribesyourhistoryofbudgetrequestsfromtheprevioustwoyearsand
theimpactsoffundsreceivedandneedsthatwerenotmet.Thishistoryofdocumentedneed
canbothsupportyournarrativeinSectionAandprovideadditionalinformationforBudget
Committeerecommendations.
Instructions:Pleaseprovidetherequestedinformation,andfullyexplaintheimpactofthebudget
decisions.
Category
ClassifiedStaffing(#ofpositions)
Supplies&Services
Technology/Equipment
Other
TOTAL
2014-15
2014-15
2015-16
2015-16
Budget
Budget
Budget
Budget
Requested
Received
Requested
Received
0
0
0
0
$19,416
$19,416
$29,000
$22,541
$97,200
$26,000
$121,765
$115,565*
$126,200
$45,416
$150,765
$138,106*
*includingspecialinstructionalequipmentfunds
1. Howhasyourinvestmentofthebudgetmoniesyoudidreceiveimprovedstudentlearning?When
yourequestedthefunding,youprovidedarationale.Inthissection,assessiftheanticipated
positiveimpactsyouprojectedhave,infact,beenrealized.
Yes,thebudgetmonieswereceivedhaveallowedforthepurchaseofequipmentandsuppliesthathave
improvedthelaboratoryportionsofourcourses.Thishasimprovedstudentlearning.
2. Whathasbeentheimpactofnotreceivingsomeofyourrequestedfunding?Howhasstudent
learningbeenimpacted,orsafetycompromised,orenrollmentorretentionnegativelyimpacted?
Bynotreceivingsomeofourrequestedfunding,wehavehadto“makedo”withinefficientlaboratory
set-ups.Thishasresultedinlabstakinglongerornotworkingproperly.Also,nothavingup-to-date
equipmentmeansstudentsarenotexposedtomodernchemicalinstrumentationandmaybeata
disadvantagelaterintheiracademiccareer.Alloftheseresultshaveanegativeeffectonstudent
learning.
7
AppendixB1:StudentLearningOutcomesAssessmentReportingSchedule
I.
Course-LevelStudentLearningOutcomes&AssessmentReporting
(CLO-ClosingtheLoop).
A. CheckOneoftheFollowing:PleaseseeSLOreportsubmittedMay2015.
ü
NoCLO-CTLformswerecompletedduringthisPRyear.NoAppendixB2needstobe
submittedwiththisYear’sProgramReview.Note:Allcoursesmustbeassessedonce
atleastonceeverythreeyears.
Yes,CLO-CTLwerecompletedforoneormorecoursesduringthecurrentYear’s
ProgramReview.CompleteAppendixB2(CLO-CTLForm)foreachcourseassessed
thisyearandincludeinthisProgramReview.
B. CalendarInstructions:
ListallcoursesconsideredinthisprogramreviewandindicatewhichyeareachcourseClosing
TheLoopformwassubmittedinProgramReviewbymarkingsubmittedinthecorrectcolumn.
Course
*Listonecourseperline.
Addmorerowsas
needed.
Chem1A
Chem1B
Chem12A
SubmittedMay2015
2-YearsPrior
*Note:Thesecourses
mustbeassessedinthe
nextPRyear.
SubmittedMay2015
SubmittedMay2015
Chem12B
SubmittedMay2015
Chem10
SubmittedMay2015
Chem31
SubmittedMay2015
Chem30A
SubmittedMay2015
Chem30B
SubmittedMay2015
ThisYear’sProgram
Review
*CTLformsmustbe
includedwiththisPR.
8
LastYear’sProgram
Review
AppendixD:AFewQuestions
Pleaseanswerthefollowingquestionswith"yes"or"no".Foranyquestionsanswered"no",
pleaseprovideanexplanation.Noexplanationisrequiredfor"yes"answers.Writen/aifthe
questiondoesnotapplytoyourarea.
1. Haveallofyourcourseoutlinesbeenupdatedwithinthepastfiveyears?Yes.
2. Haveyoudeactivatedallinactivecourses?(coursesthathaven’tbeentaughtinfiveyearsor
won’tbetaughtinthreeyearsshouldbedeactivated)Yes.
3. Haveallofyourcoursesbeenofferedwithinthepastfiveyears?Ifno,whyshouldthose
coursesremaininourcollegecatalog? No. We are planning on offering Chem 5 in
Summer and/or Fall 2016. It is a course that a number of transfer majors would
benefit from taking at Chabot.
4. DoallofyourcourseshavetherequirednumberofCLOscompleted,withcorresponding
rubrics?Ifno,identifytheCLOworkyoustillneedtocomplete,andyourtimelinefor
completingthatworkthissemesterYes.
5. Haveyouassessedallofyourcoursesandcompleted"closingtheloop"formsforallofyour
courseswithinthepastthreeyears?Ifno,identifywhichcoursesstillrequirethiswork,and
yourtimelineforcompletingthatworkthissemester.Yes.
6. HaveyoudevelopedandassessedPLOsforallofyourprograms?Ifno,identifyprogramswhich
stillrequirethiswork,andyourtimelinetocompletethatworkthissemester.Yes.
7. Ifyouhavecoursesequences,issuccessinthefirstcourseagoodpredictorofsuccessinthe
subsequentcourse(s)?Yes.
8. DoessuccessfulcompletionofCollege-levelMathand/orEnglishcorrelatepositivelywith
successinyourcourses?Ifnot,explainwhyyouthinkthismaybe.Yes.
9
AppendixF1A:Full-TimeFacultyRequest(s)[Acct.Category1000]
Audience:FacultyPrioritizationCommitteeandAdministrators
Purpose:Providingexplanationandjustificationfornewandreplacementpositionsforfull-timefaculty
Instructions:Pleasejustifytheneedforyourrequest.Discussanticipatedimprovementsinstudent
learningandcontributiontotheStrategicPlangoal.Citeevidenceanddatatosupportyourrequest,
includingenrollmentmanagementdata(EMSummarybyTerm)forthemostrecentthreeyears,student
successandretentiondata,andanyotherpertinentinformation.Dataisavailableat:
http://www.chabotcollege.edu/programreview/Data2015.asp
Spreadsheet:Tobeconsidered,requestsmustbeaddedtotheResourceRequestSpreadsheet.Youcan
findthetemplateforthespreadsheethere:
http://www.chabotcollege.edu/prbc/academicprogramreview.asp.Addyourrequeststoyour
spreadsheetunderthe1000atabandchecktheboxbelowoncethey’vebeenadded.
Totalnumberofpositionsrequested(pleasefillinnumberofpositionsrequested):
X
2
SummaryofpositionsrequestedcompletedinProgramReviewResourceRequest
Spreadsheet(pleasecheckboxtoleft)
CHABOT COLLEGE
CRITERIA FOR FILLING CURRENT VACANCIES
OR
REQUESTING NEW FACULTY POSITIONS
Discipline __Chemistry_________
Criteria 1.
Percent of full-time faculty in department.
Fall
2012
Spring
2013
Fall
2013
Spring
2014
Fall
2014
Spring
2015
FTEF
(Contract)
6.35
4.55
5.45
5.65
5.45
4.55
FTEF
(Temporary)
3.88
5.68
5.30
4.40
5.50
5.50
# of Contract
Faculty
6
6
6
6
6
6
Name of Recently Retired Faculty (in last 3 yrs)
none
10
Date Retired
Criteria 2.
Semester end departmental enrollment pattern for last three years.
Fall
2012
Spring
2013
Fall
2013
Spring
2014
Fall
2014
Spring
2015
75%
72%
67%
73%
70%
68%
155.52
159.75
167.00
156.80
163.90
150.60
Success Rate:
FTES:
Briefly describe how a new hire will impact your success/retention rates.
Hiring new full-time Chemistry instructors will positively affect our success and
retention rates. All full-time Chemistry faculty have taught most of the courses in
our curriculum at one point or another. This familiarity enables full-time faculty
to provide more targeted instruction to better prepare students for courses later in
the course sequence. This will improve both our success and retention rates.
2b. Librarian and Counselor faculty ratio. Divide head count by the number of full
time faculty. For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012
Criteria 3.
Spring 2013
Fall 2013
Spring 2014
Fall 2014
Meets established class size.
WSCH
Fall 2012 Spring
2013
Fall 2013 Spring
2014
Fall 2014
Spring
2015
4794
4889
5121
4758
5001
4581
159.75
30.60
167.00
30.66
156.80
30.34
163.90
30.51
150.60
30.42
FTES:
155.52
WSCH/FTES 30.83
If there are any external factors that limit class sizes, please explain.
Laboratory sections are limited by the physical space available in the labs. Lab
section size is set to 24 or fewer. No more than 28 students can work safely in a
given lab room.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
11
Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
• Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
• Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
• Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
Tier 1: The American Chemical Society states in their ACS Guidelines for
Chemistry in Two-Year College Programs: “Full-time, permanent faculty should
be sufficient in number to teach the full range of courses on a regular basis, with
the number of credit hours taught by permanent faculty exceeding 75% of the total
chemistry offerings.” By this criterion, Chemistry needs additional full-time
faculty to bring our percentage of courses taught by full-time faculty up to
standard. The last time Chemistry had 75% of sections taught by full-time faculty
was Fall 2006.
Tier 2: Recently Chemistry has had some difficulty staffing all sections of our
courses. In Spring 2015 an unstaffed course was staffed at the last minute by a
new part-time instructor—the class actually had to start a week late due to the time
involved in processing his hire. In Fall 2015 the same class was only staffed when
a full-time instructor was able to teach overload. Furthermore, with Donna Gibson
taking on the role of MESA/STEM TRIO Coordinator for the next 3-5 years,
Chemistry needs at least a leave replacement position.
The American Chemical Society also reports that the national average for
sections taught by Full-time faculty is approximately 67%. By this measure,
Chemistry at Chabot has been under the national average for the last three years.
Tier 3: Additional full-time faculty would enable Chemistry to offer additional
sections of impacted/high-demand courses such as Chem 1A. This would enable
students to complete the Chemistry STEM sequence in a more timely manner.
Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one.
12
Is this a new program or is it designed to enhance an existing program? Please
explain.
The requested faculty positions will allow for increased course offerings to better
meet student need.
Criteria 7.
CTE Program Impact.
none
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
AS degree
2011-2012
2012-2013
2013-2014
4
6
11
78
93
92
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.
Chemistry courses are taken by students in a variety of majors. In the STEM
pathway, students majoring in chemistry, biology, or chemical engineering, as
well as students preparing for medical, veterinary, dental, or pharmacy school,
have to take the full chemistry course sequence. Other engineering majors must
take general chemistry. In the Allied Health pathway, pre-nursing and predental hygiene students take chemistry courses. Lastly, Chem 10 is taken by
non-science majors as a general education science course.
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.
Again, recently Chemistry has had some difficulty staffing all sections of our
courses. In Spring 2015 an unstaffed course was staffed at the last minute by a
new part-time instructor—the class actually had to start a week late due to the
time involved in processing his hire. In Fall 2015 the same class was only staffed
when a full-time instructor was able to teach overload. For Spring 2016 we
currently have a class that is unstaffed and do not have enough faculty (full- or
part-time) to staff it. The new faculty positions would alleviate this problem.
13
AppendixF1B:ReassignTimeRequest(s)[Acct.Category1000]
Audience:Administrators
Purpose:Provideexplanationandjustificationforworktobecompleted.(Note:positionsrequirejob
responsibilitydescriptionsthatareapprovedbytheappropriateadministrator(s).)
Instructions:Pleasejustifytheneedforyourrequest.Discussanticipatedimprovementsinstudent
learningandcontributiontotheStrategicPlangoal.Citeevidenceanddatatosupportyourrequest,
includingenrollmentmanagementdata(EMSummarybyTerm)forthemostrecentthreeyears,
studentsuccessandretentiondata,andanyotherpertinentinformation.Dataisavailableat
http://www.chabotcollege.edu/programreview/Data2015.asp
Spreadsheet:Tobeconsidered,requestsmustbeaddedtotheResourceRequestSpreadsheet.Add
yourrequeststoyourspreadsheetunderthe1000btabandchecktheboxbelowoncethey’vebeen
added.
Totalnumberofhoursrequestedandthetypeofcontacthour:
X
SummaryofhoursrequestedcompletedinProgramReviewResourceRequestSpreadsheet
(pleasecheckboxtoleft)
14
4CAHpersemester
AppendixF2A:ClassifiedStaffingRequest(s)[Acct.Category2000] Audience:Administrators,PRBC,ClassifiedPrioritizationCommittee
Purpose:Providingexplanationandjustificationfornewandreplacementpositionsforfull-timeand
part-timeregular(permanent)classifiedprofessionalpositions(new,augmentedandreplacement
positions).Remember,studentassistantsarenottoreplaceClassifiedProfessionalstaff.
Instructions:PleasecompleteaseparateClassifiedProfessionalsStaffingRequestformforeachposition
requestedandattachform(s)asanappendixtoyourProgramReview.
Spreadsheet:Tobeconsidered,requestsmustbeaddedtotheResourceRequestSpreadsheetANDa
separateClassifiedProfessionalsStaffingRequestformmustbecompletedforeachpositionrequested.
Addyourrequeststoyourspreadsheetunderthe2000atabandchecktheboxbelowoncethey’ve
beenadded.
PleaseclickheretofindthelinktotheClassifiedProfessionalStaffingRequestform:
http://www.chabotcollege.edu/prbc/APR/2016-17%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
ThisisafillablePDF.Pleasesavetheform,fillitout,thensaveagainandchecktheboxbelowonce
you’vedoneso.SubmityourClassifiedProfessionalsStaffingRequestform(s)alongwithyourProgram
ReviewNarrativeandResourceRequestspreadsheet.
Totalnumberofpositionsrequested(pleasefillinnumberofpositionsrequested):
X
X
5
SeparateClassifiedProfessionalsStaffingRequestformcompletedandattachedtoProgram
Reviewforeachpositionrequested(pleasecheckboxtoleft) SummaryofpositionsrequestedcompletedinProgramReviewResourceRequest
Spreadsheet(pleasecheckboxtoleft)
15
AppendixF2B:StudentAssistantRequests[Acct.Category2000]
Audience:Administrators,PRBC
Purpose:Providingexplanationandjustificationforstudentassistantpositions.Remember,student
assistantsarenottoreplaceClassifiedProfessionalstaff.
Instructions:Pleasejustifytheneedforyourrequest.Discussanticipatedimprovementsinstudent
learningandcontributiontotheStrategicPlangoal,safety,mandates,andaccreditationissues.Please
citeanyevidenceordatatosupportyourrequest.Ifthesepositionsarecategoricallyfunded,include
anddesignatethefundingsourceofnewcategorically-fundedpositionswherecontinuationis
contingentuponavailablefunding.
Rationaleforproposedstudentassistantpositions:
TwoStudentAssistantsareneededforbasicoperationofteachinglabs(set-upandtake-downoflabs).
Howdotheassessmentsthatyoupreformedtomeasurestudentlearningoutcomes(SLO’s)orservice
areaoutcomes(SAO’s)supportthisrequest?
Thesmoothoperationofteachinglabsisessentiallyforstudentsuccessbyanymeasure,especially
SLOs.
Spreadsheet:Tobeconsidered,requestsmustbeaddedtotheResourceRequestSpreadsheet.Add
yourrequeststoyourspreadsheetunderthe2000btabandchecktheboxbelowoncethey’vebeen
added.
Totalnumberofpositionsrequested(pleasefillinnumberofpositions
requested):
SummaryofpositionsrequestedcompletedinResourceRequestSpreadsheet(pleasecheck
boxtoleft)
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AppendixF5:SuppliesRequests[Acct.Category4000]
Audience:Administrators,BudgetCommittee,PRBC
Purpose:Torequestfundingforsuppliesandservice,andtoguidetheBudgetCommitteeinallocation
offunds.
Instructions:Intheareabelow,pleaselistbothyouranticipatedbudgetsandadditionalfunding
requestsforcategories4000.DoNOTincludeconferencesandtravel,whicharesubmittedonAppendix
F6.Justifyyourrequestandexplainindetailtheneedforanyrequestedfundsbeyondthoseyou
receivedthisyear.Pleasealsolookforopportunitiestoreducespending,asfundsarelimited.
Spreadsheet:Tobeconsidered,requestsmustbeaddedtotheResourceRequestSpreadsheet.
Followthelinkbelowandchecktheboxbelowoncethey’vebeenadded.
X
SUPPLIEStab(4000)completedinProgramReviewResourceRequestSpreadsheet(please
checkboxtoleft)
Howdotheassessmentsthatyoupreformedtomeasurestudentlearningoutcomes(SLO’s)orservice
areaoutcomes(SAO’s)supportthisrequest?
Our requested increase in supplies budget requested due to increased supplies cost and increased
number of sections taught. The lab portions of chemistry courses are integral to our helping
students achieve the SLOs.
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AppendixF6:Contracts&Services,Conference&TravelRequests[Acct.
Category5000]
Audience:StaffDevelopmentCommittee,Administrators,BudgetCommittee,PRBC
Purpose:Torequestfundingforcontracts&servicesandconferenceattendance,andtoguidethe
BudgetandStaffDevelopmentCommitteesinallocationoffunds.
Instructions:Pleaselistspecificconferences/trainingprograms,includingspecificinformationonthe
nameoftheconferenceandlocation.Yourrationaleshoulddiscussstudentlearninggoalsand/or
connectiontotheStrategicPlangoal.
Spreadsheet:Tobeconsidered,requestsmustbeaddedtotheResourceRequestSpreadsheet.
Followthelinkbelowandchecktheboxbelowoncethey’vebeenadded.
1.
2.
There should be a separate line item for each contract or service.
Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
X
TRAVEL/SERVICEStab(5000)completedinProgramReviewResourceRequestSpreadsheet
(pleasecheckboxtoleft)
Rationale:
The requested service contract are needed to maintain expensive lab equipment in working order
for normal operation of teaching labs.
Howdotheassessmentsthatyouperformedtomeasurestudentlearningoutcomes(SLO’s)orservice
areaoutcomes(SAO’s)supportthisrequest?
The requested service contract are needed to maintain lab equipment in working order for normal
operation of teaching labs. The lab portions of chemistry courses are integral to our helping
students achieve the SLOs and PLOs.
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AppendixF7:TechnologyandOtherEquipmentRequests[Acct.Category6000]
Audience:BudgetCommittee,TechnologyCommittee,Administrators
Purpose:TobereadandrespondedtobyBudgetCommitteeandtoinformprioritiesoftheTechnology
Committee.
Instructions:Pleasefillinthefollowingasneededtojustifyyourrequests.Ifyou'rerequesting
classroomtechnology,see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdfforthebrands/model
numbersthatareourcurrentstandards.Ifrequestingmultiplepiecesofequipment,pleaserankorder
thoserequests.Includeshippingcostandtaxesinyourrequest.
Spreadsheet:Tobeconsidered,requestsmustbeaddedtotheResourceRequestSpreadsheet.
Followthelinkbelowandchecktheboxbelowoncethey’vebeenadded.
X
EQUIPMENTtab(6000)completedinProgramReviewResourceRequestSpreadsheet(please
checkboxtoleft)
Pleasefollowthelinkheretomakeyourrequestandsummarizebelow
http://intranet.clpccd.cc.ca.us/technologyrequest/default.htm
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