Chabot College
Student Services
Program Review Report
2016 -2017
Year in the Cycle: 3
Program: Veterans Services
Submitted on 11/06/2015
Contact:
Rozen Bondoc, Veterans Benefits Specialist
FINAL 9/24/15
Table of Contents
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 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.).
Program Improvement Goals:
 Goal 1 - Increase access to Veterans Services Office by extending office hours and staffing to
meet student demand.
 Goal 2 - Improve communication about campus resources and veteran community services to
student veterans.
 Goal 3 - Enhance student knowledge about how to access VA educational benefits.
 Goal 4 – Hold campus veterans events to demonstrate the college’s commitment to all veterans
and build camaraderie among student veterans
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Veterans Services met its goals listed above by participating in the VA Work Study Program and
continuous support from College leadership. The VA work study program is a benefit from the
Department of Veterans Affairs (VA) that allow student veterans receiving VA education benefits to
work in the office with a paid allowance from the VA. This program provided the VSO extended office
hours throughout the week to accommodate student veterans’ academic and administrative needs.
Furthermore, with additional staffing, the Veterans Services Office was able to perform outreach
activities by informing student veterans about the Student Success and Support Program (SSSP)
pertaining to priority registration, veteran related workshops held on campus and participating in
campus outreach events such as Gladiator Day.
The volume of student veterans visits to the Veterans Services Office have grown over the past years
and continue to increase. To capture office visits data, Veteran Services staff check-in each student visit
using SARS-Grid check-in system. Below are the office visit data:


2013 (Jan. 1 to Dec. 31) =
2014 (Jan. 1 to Dec. 31) =
1,348 office visits (duplicated); 385 office visits (unduplicated)
1,934 office visits (duplicated); 445 office visits (unduplicated)
In addition to the VA Work Study Program, Veterans Services continue its partnership with VA Palo Alto
Healthcare System, Employment Development Department and American Legion Post 870. By
collaborating with these veteran community resources, the VSO is able to provide easier access for
student veterans with health care, employment as well as camaraderie through workshops held on
campus.
Moreover, Veterans Services held a second veterans orientation prior to the start of the fall 2015
semester. The continuance of this orientation provided an in-depth session about veterans benefits,
how to navigate through the VA system and Chabot College student life. The orientation started with
welcome remarks from President Susan Sperling, Vice-President of Student Services Matthew Kristcher
and Vice President of Academic Services Stacey Thompson. Speakers in this orientation were also
veterans who shared their transition experience from military life back to civilian life. This orientation
demonstrates the College’s on-going commitment to student veterans’ academic success.
Aside from the veterans orientation, the Veterans Services Office works closely with the Student
Veterans Organization (SVO) to help understand the needs of student veterans on campus and build a
connection with the Student Senate of Chabot College. Though the Veterans Services Office budget is
minimal to one personnel and supplies, it sought funding through Student Senate for veterans events
and promotional items. The following were events and items funded through Student Senate:
 In the beginning of the Fall semester, the SVO hosted a Welcome Back to School BBQ with
support from American Legion Post 870 and Veterans for Foreign War. They welcomed all
students to learn about the SVO as well as future events that promote veterans awareness on
campus.
 In November 2015, Veterans Services held its first Veterans Appreciation Week by providing
Thank You meal vouchers to all veterans (students, faculty, and classified professionals alike).
The meal voucher can be redeemed for food at the campus cafeteria during the first week of
November. During this week, the SVO also hosted two physical fitness competitions – Gladiator
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

Challenge and Veteran’s Day 5K. Both event was held to focus health and veterans awareness
on Chabot College. Participants of this events included student veterans, faculty, staff and other
veteran related groups. Succinctly, more events similar are in the planning stages. While
planning these physical competition, Veterans Services collaborated with the Office of Vice
President of Student Services in regards to risk management practices and disability
accommodations to ensure safety of all participants.
Each year, the VSO and Student Veterans Organization holds its annual Toys for Tots drive. The
proceeds from this toy drive goes to the US Marine Corps Toys for Tots Foundation to help bring
a brighter holiday to underprivileged children in Alameda County. This event is also collaborative
effort with Las Positas College Veterans First Program, Classified Senate, President’s Office,
Student Services, Dental Hygiene Program, Nursing Program, Children Center and Alpha Gamma
Sigma Club.
Aside from events, the VSO provided veteran specific graduation stoles for student veterans
who participated in the May commencement. This graduation stole was designed with the
American flag and the word “Veteran” embedded. In addition to the graduation stoles, the VSO
had t-shirts that were designed veteran specific. These t-shirts were “walking” promotional ads
for Veterans Services as well as the Student Veterans Organization. These t-shirts were used by
the VA work study staff during veterans events.
Best Practices
The Veterans Services Office is committed to providing quality and timely customer service and path to
success for veterans, dependents of veterans and the military community. The following are best
practices developed through the past years.
Outreach and Information
 Provided veterans-specific orientation for new veterans attending the College.
 Provided updated information through the Veterans Services website and Chabot College main
page about VA education benefits and veteran-related activities.
 Veterans Advisory Group consisting of faculty, students, administrators and classified
professional hold periodic meeting each semester to identify and address veterans issues as well
as promote veterans awareness to the College.
Student Services
 The Vice President of Student Services established a Veterans Resource Center (VRC) where
student veterans would gather, study and have computer access to help them succeed
academically through support from faculty, staff and other veterans. There was a collaboration
with Chabot, Las Positas and District personnel to help identify things that the VRC would need.
With the leadership of the VPSS, everyone worked together in getting furniture, carpet, wiring,
computer, etc. and the VRC is expected to open in January 2016.
 Work closely with the Student Veterans Organization and Student Senate of Chabot College to
sponsor and coordinate events on campus that increases veterans awareness such as healthy
living through physical competition activities (5K/fun run and Gladiator Challenge). The VPSS
recommended for a ‘liability waiver’ form for participants to fill out. For each event that
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



involves physical competition activity, the Veterans Benefits Specialist ensures that each
participant signs the liability waiver form. In addition, through the VPSS’ recommendation, each
flyer advertising upcoming events, now includes disability accommodation information.
Continued relationship with veterans community services such as VA Healthcare System and
Employment Development Department that brings a holistic approach to student veterans
success.
Maintain relationship with Institutional Research to develop methods to capture and report
graduation rates and persistence data of student veterans for grant opportunities and reporting
to the Department of Veterans Affairs.
Maintain relationship with Disabled Student Program and Services (DSPS) to provide additional
assistance for student veterans with disabilities and those who need special accommodations.
Support from college leadership with accessing fund from Student Equity and SSSP as well as
grant opportunities to enhance Veterans Services and student veterans’ success.
Challenges
 Although the VSO was able to enhance service hours and improve communication about VA
education benefits and resource available to student veterans, there is on-going effort and plan
to increase the number of veterans to self-identify in order to develop appropriate services.
 As of Fall 2015, Chabot College serves approximately 350 self-identified veterans in which 150
students using GI Bill benefits. All veterans, especially those who are using GI Bill benefits,
require in-depth academic planning in order to successfully achieve their goals. Similar to special
groups such as EOPS and DSPS, a counselor dedicated specifically to veterans would promote
efficiencies and develop stronger rapport with student veterans academic planning needs. With
40% of student veterans using GI Bill benefits at the College, student veterans face ever
changing set of rules and regulations that require an education plan to remain eligible for their
VA benefits. Additionally, service members who are deployed outside California also need
special assistance with academic planning as they are unable to come in person to schedule an
appointment to meet with a counselor. A counselor specifically for veterans will insure that the
student veterans will receive educational planning as required while meeting current eligibility
rules set forth by the VA.
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 improvement
 Goal 1: Increase awareness and promotion of Veterans Services to the student body.
A proposed plan to increase awareness of Veterans Services to the student body is to host a table
event during peak season visits (first two week during the start of the semester and priority
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registration week) in building 700 lobby. By holding a table event, this will potentially increase
veterans’ awareness on campus and promote services available for veterans. A survey will be sent
out to all students to determine if outreach efforts are recognized. Additionally, weekly data
reporting from office visits from SARS will help determine if students are utilizing Veterans Services.
 Goal 2: Develop a survey that determines how effectively students are using veterans services.
A proposed plan to develop a survey that will determine how effectively student are using veterans
services as well as areas of improvement.
 Goal 3: Establish an academic counselor specifically for veterans.
As mention in the program challenges section, an academic counselor superficially for veterans is
essential in the academic needs of student veterans.
 Goal 4: Leadership development for student veterans.
Veterans Services will collaborate with the Student Veterans Organization to seek funding for
student veterans to attend annual Student Veterans of American conference. Student veterans who
participates in this conference will enhance leadership skills in promoting the College’s support for
veterans success.
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years
and the impacts of funds received and needs that were not met. This history of documented
need can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the
budget decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other (Conference & Travel)
TOTAL
2015-16
Budget
Requested
1.25 FTE
$8,500
$10,000
$4,500
2015-16
Budget
Received
0
$7,000
$10,000
$2,500
2016-17
Budget
Requested
1.0 FTE
$2,500
0
$7,000
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 request for a Veterans Coordinator was submitted through Student Equity. With this position, it will
mainly focus on Outreach and recruitment for more veterans to utilize the services offered by the
Veterans Office.
Since the start of the Fall 2015 semester, Vice President of Student Services, President’s Office and
Veterans Services have been collaborating closely with Las Positas College Veterans First Program,
Chabot personnel and LPC leadership in designing Chabot’s Veterans Resource Center. As mentioned
in previous sections of the program review, the VRC is a place where student veterans receive
comprehensive services such as academic planning, career and mental health. Additionally, this space
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will include all related staffing incorporated into one center thus will reduce frustration as it will be a
“one stop shop” for all veterans needs.
With the support of the Director of Admissions & Records, the Veterans Benefits Specialist was able
to attend the annual National Association of Veterans Program Administrators (NAVPA). This is a
conference where updates on compliance with policies and regulations are discussed by the
Department of Veterans Affairs. Best practices are also discussed – in serving veteran students in
achieving academic success.
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?
Veterans Services has minimal amount of funding outside of the staffing budget. The lack of funding
for additional staff position, supply and technology limits the Veterans Services to extend outreach
efforts to various veteran and military community services as well as a developing a veterans
program.
Additionally, it is important for the Veterans Benefit Specialist to attend the annual WAVES (Western
Association of Veterans Education Specialists) and NAVPA (National Association of Veterans Program
Administrators) conference. Unfortunately, it has been challenging to find fund somewhere else in
order to send staff to attend this much needed annual conference. In this conference, we get updates
on new federal regulations, best practices, and technology updates – on how we can better serve our
veteran students. Not being able to attend this conference may compromise our certification process
for not having updated information.
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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:
Student will be knowledgeable about
campus resources and Student Success
and Support Program (SSSP).
Survey,
system data
SLO #2:
Student will understand how to access
their education benefits and financial
assistance.
SLO #3:
Student will be able to identify various
sources of aid such as scholarships,
federal and state aid.
Survey, SARS
data
collection
SAO #1:
Develop outreach and in-reach plan to
promote the Veteran Services and
increase awareness of services.
Survey,
System data
SAO #2:
Work closely with Institutional Research
to develop and effective system to
evaluate success of veterans at Chabot.
Survey,
system data
Survey,
system data
Documentation
Results/Discussion
Goal is to have at least 70 % of
Chabot Veteran students
attend the orientation
informing them of the new
Student Success Task Force
initiative
Held veterans orientation prior
to each semester.
Veterans Services will work
closely with Financial Aid
Office, Office of Student Life
and College Foundation to
obtain data of how my student
veterans were awarded with
financial aid and scholarships.
Once a month, the Veterans
Services Office contacts all selfidentified veterans and inform
them via email and phone of
important registration
deadlines as well as veterans
workshops/events held on
campus. Additionally, Veterans
Services participated by hosting
a table at campus outreach
events such Gladiator Day and
Summer Bash.
In Summer 2015, Veteran
Services and Institutional
Research reviewed methods
and attributes that identified
student veterans. From these
meetings, Veterans Services
and Institutional Research
develop a new attribute
“VETC”. This attribute
identified veterans who has
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(Where can assessments be
found? Provide link if possible)
Sign-in sheets
Institutional Research
SAO #3:
Work with IT Department to implement
a follow-up email to the Veterans
Services office to contact students who
select interest in Veterans Services on
the online admissions application.
self-identified through the
admissions application.
Students who are veterans
have multiple opportunities to
self-identify as a veterans to
receive appropriate services.
The first point of selfidentification is on OPENCCC
admissions application. A
section on the admissions
application is used for students
to provide their military status
information. In addition,
students can select they need
Veterans Services information
in the Needs & Interest section
of the admission application.
System data
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Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes. 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?
Veterans Program Coordinator
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”)
The Veterans Program Coordinator will coordinate the services and activities of the college’s veterans
program and Veterans Resource Center. The coordinator will also develop and participate in
marketing and outreach activities.
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 #1, SAO #2
What is your action plan to achieve your goal?
Veterans Program Coordinator
Target
Completion
Date
2016-2017
Conference and Travel
2016-2017 $7,000
Activity (brief description)
Required Budget
(Split out personnel, supplies,
other categories)
1 Classified Professional =
$55,308 + benefits
Office Supplies – toners, paper, pens, and other office supplies 2016-2017 $2,500
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions 1
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)
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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
AA requirement
GE transfer requirement
Declared major
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2012-2013
2013-2014
Criteria 9.
Describe how courses and/or services in this discipline impact other disciplines
and programs. Be brief and specific. Use your program review to complete this
section.
Criteria 10.
Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your
request.
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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:
Proposed positions for students assistant for administrative and clerical support are In response for the
more and better communication about veterans services as well as operations for the Veterans
Resource Center. Though the VA Work Study provided exceptional support from student veterans, the
program is limited to working hours during enrollment period. VA Work study does not pay student
veterans during breaks such as the summer and winter breaks. It is essential to have on-going
administrative to better serve student veterans through the years.
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):
☒
3
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
23
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)
24
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:
Office supplies will be needed for the operations of the Veterans Resource Center.
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)
25
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:
Rationale for Conferences and Travel:
Western Association of Veterans Specialist (WAVES) conference and National Association of Veterans
Program Administrator (NAVPA) conference provides professional development and networking
opportunities for classified professionals, faculty and administrators by obtaining information on best
practices for serving veterans population, training on transitioning military members back to civilian life
and updates on VA education benefits.
Student Veterans of America (SVA) conference provides student veterans opportunities to connect with
other student veterans and veterans advocates through networking opportunities and leading practice in
veterans’ success on campus.
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)
26
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.
27
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?
28