Chabot College
Student Services
Program Review Report
2016 -2017
Year in the Cycle: 3
Program: Admissions & Records
Submitted on 11/6/2015
Contact: Paulette Y. Lino, Director
Admissions & Records
FINAL 9/24/15
Table of Contents
___ Year 1
Section 1: Who We Are
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
___ Year 3
Section 1: What Have We Accomplished?
Section 2: What’s Next?
Required Appendices:
A: Budget History
B1: Student Learning Outcomes/Services Area Outcomes Assessment Schedule
C: Program Learning Outcomes
D: A Few Questions
E: New and Ongoing Initiatives and Projects
E1: Equity and BSI Fund Requests
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
YEAR ONE
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request,
please talk with your administrator who can tell you what maintenance resources you are
already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. Who We Are
Limit your narrative to no more than one page. Describe your unit--your mission, vision, responsibilities
and the goals of your area. How does your unit support other student services, administrative, and
academic units? What impact do you have on student learning? Describe the number and types of staff
in your office.
2. Where We Are Now
Complete Appendix A (Budget History) and Appendix B (Student Learning Outcomes/Service Area
Outcomes Inventory) prior to writing your narrative. Limit your narrative to no more than two pages.
As you enter a new Program Review cycle, reflect on your achievements over the last few years. What
did you want to accomplish? What are your Student Learning Outcomes (SLOs) and Service Area
Outcomes (SAOs), and what progress have you made toward achieving them? Describe how changes in
resources provided to your office have impacted your achievements. What are you most proud of?
Discuss important trends that will have a significant impact on your unit over the next three years.
Those could include technology, facilities, equipment, and student demand. What opportunities and
challenges do your foresee in the next three years?
3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-2 and 5-8 (Resource
Requests) as relevant to your needs to support your narrative. Limit your narrative here to one page and
reference appendices where further detail can be found.
 What initiatives or projects are or could be underway to support student learning outcomes,
equity, and/or the College Strategic Plan Goal?
1
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
In year one, you established goals and action plans for program improvement. This section asks you to
reflect on the progress you have made toward those goals. This analysis will be used to inform future
budget decisions. In your narrative of two or less pages, address the following questions:
 What were your previous Program Review goals?
 Did you achieve those goals? Specifically describe your progress on the goals you set for student
learning, program learning, and Strategic Plan achievement.
 What are you most proud of?
 What challenges did you face that may have prevented achieving your goals?
 Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
SAO/PLO assessment results, external accreditation demands, etc.).
2. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resources
Requested) to support 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?
2
X YEAR THREE
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request,
please talk with your administrator who can tell you what maintenance resources you are
already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. What Have We Accomplished?
Complete Appendices A (Budget History), B1, C (PLO's), and D (A few questions) prior to writing your
narrative. You should also review your most recent success, equity, course sequence, and enrollment
data at http://www.chabotcollege.edu/ProgramReview/Data2015.asp
In year one, you established goals and action plans for program improvement. This section asks you to
reflect on the progress you have made toward those goals. This analysis will be used to assess progress
toward achievement of our Strategic Plan and to inform future budget decisions. In your narrative of
two or less pages, address the following questions:
 What program improvement goals did you establish?
 Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, equity, and Strategic Plan
achievement.
 What best practices have you developed? Those could include pedagogical methods, strategies
to address Basic Skills needs of our students, methods of working within your discipline, and
more.
 Are these best practices replicable in other disciplines or areas?
 What were your greatest challenges?
 Were there institutional barriers to success?
 Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
SAO/PLO assessment results, external accreditation demands, etc.).
The Office of Admissions & Records establishes and maintains academic enrollment records of the
College. We strive to provide accurate, responsive and respectful services to faculty, staff and students.
We are committed to the development of staff, policies, procedures and technology to enhance
students' success. We promote open communication and mutual support that acknowledges the time
and effort necessary to assure information integrity.
The following are Admissions & Records developed improvement goals as well as best practices in the
areas of technology, personnel, and student support.
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Technology
Goal #1 – Electronic application for the Nursing and Dental Hygiene Program
Historically, Admissions and Records assists the Nursing and Dental Hygiene Program along with IT and
Institutional Research in their applicant selection by providing processing and maintaining program
applications as well as screening applicants for eligibility. In the past, program applications were handled
through manual data-entry. With the increasing number of applicants, Admissions and Records with the
Nursing Program, IT and Instructional Research developed and implemented an electronic program
application for the Nursing Program. This implementation allowed applicants to submit their nursing
application electronically through CLASS-Web. This process allowed for less data errors and expedited
the process of selecting applicants to the Nursing Program. With the conversion of the nursing program
application to an electronic format, the Dental Hygiene Program followed suit. By following the nursing
program application model, they also converted their paper application into an electronic version
available online through CLASS-Web.
Goal #2 – Implementation of BANNER Database Management System (BDMS)
For several years, Admission and Records used FILER imaging system to archive its paper records. This
system allowed various departments to view student records electronically. It is a separate software
from BANNER. To improve delivery of student records, Admissions and Records collaborated with IT to
implement a new system called BANNER Database Management System (BDMS). BDMS is integrated
into BANNER and provides easier access for staff and faculty. Through BDMS, Chabot College and Las
Positas College will both access to each campus’ student records.
Goal #3 – Full implementation of eTranscript California
The Admission and Records staff manually enter transcript request information for students and use
postal mail to deliver all transcripts. This process required a significant time to process and deliver
transcripts. To improve transcript service for students, Admissions and Records worked with the IT
Department to implement eTranscripts California, an electronic transcript delivery. The utilization of
eTranscripts California allowed Admissions & Records to electronically submit official transcripts for
students to other institutions. This process expedited the delivery time of transcripts to institutions that
are also using eTranscript California.
Goal #4 - Implementation of SARS Grid to track student utilization of services from Admissions and
Records
In 2014, Admissions and Records implemented SARS-Grid. This is an electronic check-in system that
allows the office to track the utilization of services from Admissions and Records. A & R staff log-in
students to SARS-Grid manually.
In Spring 2015, Admissions and Records the self-service SARS-Grid where student log-in before they are
assisted and select the reason for their visit. Data from SARS-Grid will help determine the following:
- Timeframe to accommodate student’s schedule and administrative needs.
- Determine which services can be delivered electronically through CLASS-Web.
- History of student transactions.
Goal #4 – Implementation of Open CCC Apply
In 2014, Admissions and Records along with ITS, collaborated and transitioned the electronic application
for admission to the college (CCC Apply – XAP) to Open CCC Apply. This is a new system that’s
sponsored by the State of California. With this implementation, it saved the college an annual cost of
$12,000. The State’s Chancellor’s Office is providing the Open CCC Apply to community colleges free of
charge. In addition, with this new online application, it gives the students a state-issued ID that will
allow them to access future online initiatives such as Common Assessment and Education Planning.
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Personnel
Goal #5 – Increased personnel support
Although Admissions and Records personnel is not completely restored to its maximum staffing, the
staff has been working together as a team to ensure that there’s coverage for the A & R window and
that services are rendered in a timely manner.
Goal #6 – Improved customer service to students, faculty, and community.
To better serve the student body of Chabot College, Admissions and Records staff received customer
service training to develop cultural competency skills that enhance their ability to provide high quality
and attentive service to the diverse population of Chabot College student body.
Student Support
Goal #7 improved communication about registration and payments deadlines to students through
email and College website.
Admissions and Records increased its efforts to notify students about important dates pertaining to
registration and payments through SARS Call email system. These notification allowed students to
become proactive in making payments towards their classes, seeking other financial assistance available
at the College, and understanding the next steps leading to course enrollment.
2. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New and Ongoing Initiatives and Projects) and
F1-8 (Resources Requested) to support your narrative.
 What goals do you have for future program improvement?
 What ideas do you have to achieve those goals?
 What must change about the institution to enable you to make greater progress in improving
student learning and overall student success?
Future Program improvements
Program Improvement Goal #1: Implementation of DegreeWorks.
Currently, students meet with a counselor to determine which courses are needed to fulfill their
academic path. Implementation of DegreeWorks, a degree audit system, will allow a quick and efficient
manner in assisting students in developing their education plan.
Program Improvement Goal #2: Develop a student satisfaction survey.
In an effort to learn about the student experience with Admissions and Records, collaborate with
Institutional Research to develop a survey specific to Admissions and Records, that determines how
effectively students are using the services that Admissions and Records offer.
Program Improvement Goal #3: Enhance relationship with Counseling Division and Financial Aid to
streamline process for assisting students in declaring a major.
Currently, students choose their majors when they apply for admission. Students also have the
opportunity to change their majors via CLASS-Web – during the registration process. In addition,
students may submit a Data Change form to Admissions & Records to update their majors. Collaborate
with Financial Aid and Counseling and work together on a process that will ensure students understands
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the importance of choosing a major. Students would also need to understand and know which majors
are not Financial Aid eligible.
Program Improvement Goal #4: Collaborate with District Office of Economic Development to enhance
internal processing for apprenticeship applicant enrollment.
Work with District Office of Economic Development to streamline the process for Apprenticeship
students. Hold regular meetings and follow-ups to ensure that appropriate documentation are
submitted to Admissions and Records for the students’ enrollment.
Program Improvement Goal #5: Continued relationship with District Business Office to develop a
systematic process with Third-party billing and payments.
Work collaboratively with District Business Office and LPC in assessing options for addressing issues with
third-party billings. Look at technology available to better enhance the current process in place.
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years
and the impacts of funds received and needs that were not met. This history of documented
need can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the
budget decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other (Conference & Travel)
TOTAL
2015-16
Budget
Requested
4.5 FTE
$11,500
0
$7,300
2015-16
Budget
Received
3.75
$9,953
0
$3,132
2016-17
Budget
Requested
2.25 FTE
$12,000
$2,000
$15,700
2016-17
Budget
Received
1. How has your investment of the budget monies you did receive improved student learning? Which
service or learning outcome were supported? Have the anticipated positive impacts been realized?
A &R Admin Asst. I (0.75 FTE) – will start 11/18/2015.
Once this position starts, this Admin Asst. will be able to assist with phone calls received in
Admissions and Records – ensuring students are referred to appropriate departments.
Admissions & Records Asst. II (1.0 FTE – General Funds) – waiting to be advertised and filled.
Once this position is filled, this person can assist at the A & R window in serving students. This person
will also be able to assist with other services that A & R offers – such as verification, responding to
emails, phone call referrals.
Admissions & Records Asst. II (1.0 FTE – Categorical/Grant) – waiting to be advertised and filled.
Once this position is filled, this person will assist with the Apprenticeship program and CPT
enrollment.
Degree Audit/Student Education Planning System Coordinator (1.0 FTE – SSSP) – waiting to be
advertised and filled.
Once this position is filled, this person will work with DegreeWorks, the college’s degree audit system.
This system will assist with Student’s Ed Plans. This person will also conduct workshops for students,
staff, Counselors. Students & Counselors will be able to access SEP’s online. They will also be able to
create their own “what if” scenarios allowing them to see how close they are to completing a degree
or certificate. This will likely increase certificate and degree completion. Also, with the electronic
SEP, we will be able to extrapolate data showing courses that students intend to enroll in future
terms. This will assist in Enrollment Management.
7
2. What has been the impact of not receiving some of your requested funding? How has student
learning or service been impacted, or safety compromised, or enrollment or retention negatively
impacted?
With additional A & R Asst. II, Admissions and Records will be able to offer extended window hours.
The level of service will also improve – with processing time of documents expedited. There will be
“back-ups” available to fill in the gaps when one or more of the staff member is out.
8
Appendix B1: Student Learning Outcomes and/or Service Area Outcomes
Assessment Reporting Schedule.
Service Area Outcomes:
Audience:
Purpose:
Instructions:
SLO/SAO
How
Measured
SLO #1
Students will request their official
transcripts using CLASS-Web
registration system.
System
data,
survey
SLO #2
Increase student’s understanding
and usage of the Zone web portal
and zonemail email.
System
data,
survey
SAO #1:
Full implementation of
DegreeWORKS, an automated
process of evaluation
System
data
Documentation
Results/Discussion
Admissions & Records and IT
are in conversation in
developing an electronic
transcript request form that
students can submit through
CLASS-Web.
Admissions and Records
plans to collaborate with
Institutional Research to
develop a survey to
determine if students are
effectively using A&R
services through CLASS-Web
and the Zone.
Once the Degree
Audit/Student Education
Planning System
Coordinator is in place, this
Classified Professional to
complete the “scribing” of
catalogs into the system.
Once implemented, this will
provide students much
needed information on
obtaining their Certificate,
Degree, CSU GE Cert or
IGETC. It will provide
students a clear pathway
into completion of their
educational goal.
On-going. Receive efficient
response time /
communication /
intervention from
Admissions & Records on
student inquiries. Refer
SAO #2:
Provide more intervention and
automated processes to support
student success.
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(Where can assessments be
found? Provide link if possible)
Student feedback.
students to appropriate
department, such as
Counseling – that will guide
them in achieving their
educational goal
10
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. Note: If your area assesses
Service Area Outcomes rather than PLO’s, skip this section. Some areas may use both PLO’s
and SAO’s dependent upon the program.
Program: ______

PLO #1:

PLO #2:

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Program: _____
 PLO #1:

PLO #2:

PLO #3:

PLO #4:
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What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
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Appendix D: A Few Questions
Please answer the following question with "yes" or "no". For a "no" answer, please provide an
explanation. No explanation is required for "yes" answer. Write n/a if the question does not
apply to your area.
1. 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.
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Appendix E: Proposal for New and Ongoing Initiatives and Projects (Complete
for each initiative/project)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, Equity, BSC, College Budget
Committee
Purpose: The project will require the support of additional and/or outside funding.
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
Additional staffing would help provide evening or extended hours/services to student. In addition,
there will be more staff to help answer phones and emails and give appropriate referrals.
Request for a Transcript Evaluator to evaluate incoming transcripts for placement.
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”)
Have additional staffing to address student needs.
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).
SAO #2
What is your action plan to achieve your goal?
Target
Completion
Date
2016-2017
Activity (brief description)
Required Budget
(Split out personnel, supplies,
other categories)
Request for Admissions & Records Ass. II (1.0 FTE) for staff
1 Classified Professional =
support
$42,142 + benefits
Request for Transcript Evaluator (1.0 FTE) to evaluate incoming 2016-2017 1 Classified Professional =
transcripts for course placement
$48,860 + benefits
Request to increase A & R Admin Asst. I from 0.75 FTE to 1.0
2016-2017 0.25 FTE = $10,024
FTE
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions 2.25
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
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At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name:
Contact Name:
Division/Discipline/Program/Office:
Contact info: (email, campus phone, and cell phone)
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
__ COURSE COMPLETION: Increase success rates in identified courses.
__ ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
__DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
__TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
___ Curriculum/Program improvement ____ Outreach
___ Direct student intervention
____ Instructional Support
___ Faculty development
____ Research and Evaluation
___Other:
____ Coordination and Planning
To determine whether your project can be funded by Equity funds:
1) Does your proposal address disproportionate impact for any of the following target student
populations marked with an “X”? Please highlight the “X” that corresponds with your target populations.
(Equity funds must address specific opportunity gaps identified below with an “X”)
GOALS
Goal A:
Goal B:
Goal C:
Goal D1:
Goal D2:
Goal E:
Access
Course
ESL/Basic
Degree
Cert
Transfer
Completion Skills
Completion Completion
/ Success
Success
Rates
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Males
Foster Youth
Students with
disabilities
Low-income
Veterans
X
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)
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
__ Yes __ No
2) Does your immediate administrator support this project?
__ No __ Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When did
this conversation take place and who was involved?
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
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DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
ACTIVITIES
Please list all the activities (A.1, A. 2, A.3, etc.) that you propose to do to reach your goal.
List activities by target date in chronological order.
Identify the responsible person/group for each activity, and who will be involved.
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
EXPECTED OUTCOMES and EVALUATION
How will you know whether or not you have achieved your goal?
What measurable outcomes are you hoping to achieve for the student success indicator and target
population you chose?
How will you identify the students who are affected (are they part of a class, a program, or a service, or
will you need to track them individually)?
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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/studservicesprogramreview.asp. Add your requests to your
spreadsheet under the 1000a tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested):
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
CHABOT COLLEGE
CRITERIA FOR FILLING CURRENT VACANCIES
OR
REQUESTING NEW FACULTY POSITIONS
Discipline ___________
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013
FTEF
(Contract)
FTEF
(Temporary)
18
Fall 2013
Spring 2014
Fall 2014
# of Contract
Faculty
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:
FTES:
Briefly describe how a new hire will impact your success/retention rates.
2b. Librarian and Counselor faculty ratio. Divide head count by the number of full
time faculty. For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012
Criteria 3.
Spring 2013
Fall 2013
Spring 2014
Fall 2014
Meets established class size.
Fall 2012
Spring 2013
Fall 2013 Spring 2014
WSCH
FTES:
WSCH/FTES
If there are any external factors that limit class sizes, please explain.
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Fall 2014
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
 Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
 Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
 Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
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Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one.
Is this a new program or is it designed to enhance an existing program? Please
explain.
Criteria 7.
CTE Program Impact.
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate
# Awarded
2012-2012
2012-2013
2013-2014
AA requirement
GE transfer requirement
Declared major
Criteria 9.
Describe how courses and/or services in this discipline impact other
disciplines and programs. Be brief and specific. Use your program review to
complete this section.
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Criteria 10.
Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your
request.
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Appendix F1B: Reassign Time Request(s) [Acct. Category 1000]
Audience: Administrators
Purpose: Provide explanation and justification for work to be completed. (Note: positions require job
responsibility descriptions that are approved by the appropriate administrator(s).)
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data, and any other pertinent information. Data is available at
http://www.chabotcollege.edu/programreview/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your
requests to your spreadsheet under the 1000b tab and check the box below once they’ve been added.
Total number of hours requested and the type of contact hour:
☐
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
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Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
Audience: Administrators, PRBC, Classified Prioritization Committee
Purpose: Providing explanation and justification for new and replacement positions for full-time and parttime regular (permanent) classified professional positions (new, augmented and replacement positions).
Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please complete a separate Classified Professionals Staffing Request form for each position
requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a
separate Classified Professionals Staffing Request form must be completed for each position requested.
Add your requests to your spreadsheet under the 2000a tab and check the box below once they’ve been
added.
Please click here to find the link to the Classified Professional Staffing Request form:
http://www.chabotcollege.edu/prbc/SPR/2016-17%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below once you’ve
done so. Submit your Classified Professionals Staffing Request form(s) along with your Program Review
Narrative and Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
☒
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
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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:
Assist with filing, scanning, answering phones, sorting mail.
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)
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Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning
assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and
contribution to the Strategic Plan goal. Please cite any evidence or data to support your request. If this position
is categorically funded, include and designate the funding source of new categorically-funded position where
continuation is contingent upon available funding.
Rationale for your proposal based on your program review conclusions. Include anticipated impact on student
learning outcomes and alignment with the strategic plan goal. Indicate if this request is for the same, more, or
fewer academic learning support positions.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area
outcomes (SAO’s) support this request?
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your
requests to your spreadsheet under the 2000B tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested):
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
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Appendix F5: Supplies Requests [Acct. Category 4000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list additional/augmented funding requests for categories 4000. Do NOT
include conferences and travel, which are submitted on Appendix F6. Justify your request and explain in detail
the need for any requested funds beyond those you received this year.
Request and Rationale:
Supply Request includes office supplies such as paper, toners, pens, Other supply requests are:
Official Transcript paper, Diploma paper, Commencement materials.
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 4000 tab and check the box below once they’ve been added.
☒
SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
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Appendix F6: Contracts & Services, Conference & Travel Requests [Acct. Category
5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for contracts & services and conference attendance, and to guide the Budget and
Staff Development Committees in allocation of funds.
Instructions: Please list contracts and services. For conferences/training programs, including specific
information on the name of the conference and location. Your rationale should discuss student learning goals
and/or connection to the Strategic Plan goal.
Rationale for Contracts and Services:
Commencement – budget for diploma covers, medallions, diploma paper.
Official Transcript Paper – budget needed to order secured official transcript paper
Software Licenses:
 National Student Clearinghouse – used by both Admissions & Records and Institutional Research
(enrollment)
 Capture Technology – used for student ID
Rationale for Conferences and Travel:
CACCRAO (California Community College Registrars and Admissions Officers) annual conference –
conference to get updates on State and Federal regulations such as Title 5, compliance issues, residency
and new mandates.
Regional CACCRAO – immediate updates of state and federal regulations. Allows for A & R staff to meet
and collaborate with other A & R staff from other colleges in the Bay Area 10.
3CBG / CISOA – annual conference of California Community Colleges Banner Group. This allows for the
colleges to see updates in technology. It also showcases how other colleges are addressing technology
challenges.
Open CCC Apply – workshops & meetings held several times during the year to discuss any updates and
changes mandated by the State in relation to the online application.
eTranscript California – workshop held annually to discuss updates, changes and enhancement to the
electronic transcript process.
Staff Development and Training – Admissions and Records staff to attend staff development training to
enhance their skills and learn new technology.
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Travel – District and other community colleges – allows Admissions & Records to travel to District, LPC
and other neighboring colleges for meetings, staff development and training.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area
outcomes (SAO’s) support these requests?
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your
requests to your spreadsheet under the 5000 tab and check the box below once they’ve been added.
☒
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
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Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please follow the link here to make your request and summarize below
http://intranet.clpccd.cc.ca.us/technologyrequest/default.htm
Summary of request and rationale:
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your
requests to your spreadsheet under the 6000 tab and check the box below once they’ve been added.
☐
EQUIPMENT tab (6000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
If you're requesting classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers
that are our current standards.
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Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Although some of the college's greatest needs involving new facilities cannot be met with the
limited amount of funding left from Measure B, smaller pressing needs can be addressed. Projects that can be
legally funded with bond dollars include the "repairing, constructing, acquiring, and equipping of classrooms,
labs, sites and facilities." In addition to approving the funding of projects, the FC participates in addressing
space needs on campus, catalogs repair concerns, and documents larger facilities needs that might be included
in future bond measures. Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one facilities
project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Type of Request
___ Space Need
___ Small Repair
___ Large Repair
___ Building Concern
___ Larger Facility Need
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
Briefly describe how your request supports the Strategic Plan Goal?
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