Chabot College
Student Services
Program Review Report
2016 -2017
Year in the Cycle: 3
Program: General Counseling
Submitted on 10/26/15
Contact: Laura J. Alarcón
and/or Yetunde Osikomaiya
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?
_X__ 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
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.
Goal: Increase the number of hours available for student appointments in counseling, both in mental
health and general counseling.
Progress: Starting in the Fall 2015 limited drop-in counseling hours will be implemented in order to
increase the access of students to see counselors. The department aims to expand the practice after
looking into students and counselors’ feedback. Over the past year we have successfully increased
the number of mental health counseling hours available to students. Students are now able to
receive mental health counseling in General Counseling in Building 700. We have two full time
counselors whose schedule includes mental health hours and a third part-time counselor who is
solely dedicated to mental health counseling. Despite these improvements to service, we would be
best served by adding a full time Counselor Coordinator solely responsible for mental health services
to ensure cohesive and consistent service to students.
Goal: Open online counseling service by Fall 2014.
Progress: We have successfully launched an Online Counseling service for students to utilize.
However, we currently are only able to provide this service for a total of 8 hours a week. We
currently have two full time counselors that provide service for part of their assigned contact hours.
General Counseling will still need funding for a secure online counseling platform and additional
counselors hours to provide this service.
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Goal: Counseling has the ability to schedule appointments and answer basic questions by phone by
Fall 2014.
Progress: In the Fall of 2015, we began implementing a phone appointment system. Students are
now able to call during designated hours to schedule counseling appointments. Two classified
members who answer calls during hours that they would have previously been helping walk-in
students currently do this. Additional Counselor Assistant 1 positions will be needed to allow
additional hours for students to call and schedule appointments.


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?
At this point, General Counseling is in the process of meeting 3SP mandates and working to partner
up with other areas on campus.

What were your greatest challenges?
The greatest challenge was the retirement of 5 counselors at the same time which put us in a
position of forming hiring committees three times in order to fulfill the vacant positions.
Also, hiring part-time instead of full time classified professionals has hindered the departments’
ability to provide steady coverage to different areas in the department.

Were there institutional barriers to success?
The hiring of new part-time faculty at times takes longer than expected due to Human Resources
protocols. Streamlining the hiring process/paperwork will help us hire counselors faster to serve the
needs of the division.

Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
SAO/PLO assessment results, external accreditation demands, etc.).
The Academic Senate for California Community Colleges recommends a counselor to student ratio is
1:370 (source: http://www.asccc.org/resolutions/title-5-changes-include-counselor-student-ratio).
Additional counselors and full time classified professionals will allow us to better help undecided
students to define their goals, get students on their path faster, and more closely help students
monitor their progress along their pathway, streamline pathways, and build communities in
conjunction with other disciplines.
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?
4
GOAL #1: Establish 5 full-time Counselor positions. New hires will have different areas of focus such as:
Assessment, Veteran, High school transition/Pathway/FYE, Retention/Probation, Mental Health.
GOAL #2: Hire 4 full-time classified professionals. Full time classified professionals are needed in the
following areas: Assessment, Student online Services (SOS), General Counseling (2 positions)--direct
student service (scheduling student appointments and facilitating easy access to information).
GOAL #3: Continue enhancing online counseling services to serve a larger number of students
GOAL #4: Establish counseling drop-in hours and phone service for students to make appointments and
obtain answers to basic questions
GOAL #5: Expand the promotion of registration awareness event

What ideas do you have to achieve those goals?
In order to comply with the Student Success Act (aka 3SP) the department will use some of the funds to
hire one full time counselor who will be able to provide intrusive-counseling to students on academic
probation. Moreover, classified professional positions in General Counseling and Assessment will be
funded with 3SP funds.
The department will participate in the faculty prioritization process to fulfill the Veterans Counselor,
High school transition/Pathway Counselor and Assessment Counselor. The same process will be
followed to prioritize the hiring of full time classified professional in General Counseling, Assessment
and Student Online Services.
The health fee charged to all students permits funding for a mental health professional who could work
closely with general counseling and the health center. Further consultation regarding ways to fund this
important position must take place with administrators in the college.
General Counseling currently offers Online Counseling services to students. The advertisement of online
services plus enhanced technology that could allow the department to handle paperwork (overrides,
excess unit forms, etc.) via online is the next step in enhancing this service to students.
In order to increase student access to counselors, the department has implemented drop-in hours with
counselors. Moreover, limited phone service for students to schedule counseling appointments and ask
simple questions has been implemented. In 2016, we aim to enhance drop-in counseling and phone
services to students. Is important to stress the fact that the success of drop-in counseling and phone
services hinges in the timely hiring of part-time counselors and full time classified professionals.
The registration awareness event has taken place for at least six year. The objective of this event is to
increase the number of students eligible to register on their earliest potential date to register, helping to
ensure forward progress toward educational goals, and meeting Student Success and Support Program
requirements. We will continue to hold the registration awareness event, add additional promotion and
marketing year-around and secure $6,000 funding.
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
What must change about the institution to enable you to make greater progress in improving
student learning and overall student success?
It is important for the institution to keep in mind current student service mandates at the state level in
order to understand the need of more faculty and classified professionals in General Counseling. In
2010, the ACCJC recommended the counselor to student ratio to be 1 to 370 students (source:
http://www.asccc.org/resolutions/title-5-changes-include-counselor-student-ratio).
Given the separation of 8 full time counselors and the new demands of the Student Success and Support
Program, which include providing student education plans for new and continuing students, the
Counseling Division does not have adequate faculty and classified professionals to address these needs
in a timely manner.
It is imperative that the institution understands that despite the fact that in the academic year 20152016 the 6 new hires partially replaced recent retirements, the department is still understaffed to
provide services to all students. Currently, we have 10 full time counselors with an estimated average of
200 contact hours for all students attending Chabot. Also, counselors have received a lot of feedback
from campus to have counselor more involved in new initiatives and such involvement is hindered by
how short we are on counselors and other responsibilities that must be address in our department such
as probation, coordination of 3SP, mental health appointments, etc.
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
2015-16
Budget
Requested
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
6
2015-16
Budget
Received
6 counselors
3 part-time
classified
professionals
2016-17
Budget
Requested
5 counselors
4 full time
classified
professionals
$20,000
$8,000
$6,000
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?
General Counseling hired two part time classified professionals that helped alleviate the lack of
coverage in front desk.
The Assessment Center was able to receive funds to hire 0.5 counseling assistant II. This position has
been tremendous in support various events on campus and assessment center needs. The assessment
center extended evening service by 3 hours.
Six counselors were hired to continue offering access to counseling services after 2014-2015
retirements.
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?
The major impact is that by not hiring the classified professionals that we requested last year the
counseling division has had spotty coverage of phone services and scheduling of appointments.
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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
Documentation
Results/Discussion
(Where can assessments be
found? Provide link if possible)
SLO #1:
Increase the number of Chabot
College students completing
Student Educational Planning,
per the Student Success Act
mandates.
SARS Grid
Year 2014-2015:
The Counseling Division
provided 852 more SEP
and Follow up services
type appointment
compared to the year
before.
Assessment Center
and SARS grid data
SAO #2:
Expand retention and follow-up
services to include all students
on all levels of academic and/or
progress probation/dismissal.
SARS Data
In 2014-2015, 864
students on
probation/dismissal were
served through
counseling appointments
SARS grid data
SAO #2:
Increase student-counselor
availability by offering drop in
counseling services
SARS Data
The implementation of
drop-in counseling is an
intervention that will
address the need of
students accessing a
counselor the same day
they request to see one.
Students will have an
alternate way to make
appointments thus
minimizing the
frustration of having to
come to make the
appointment face-to-face
SARS Data
Student’s feedback
Counselor’s surveys
SAO #3:
SARS Data
Expand counseling services by
increasing the access to schedule
counseling appointment via
phone
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SARS Data
Student’s feedback
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: n/a

PLO #2: n/a

PLO #3: n/a

PLO #4: n/a
What questions or investigations arose as a result of these reflections or discussions?
n/a
What program-level strengths have the assessment reflections revealed?
n/a
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
n/a
Program: _____
 PLO #1: n/a

PLO #2: n/a

PLO #3: n/a

PLO #4: n/a
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What questions or investigations arose as a result of these reflections or discussions?
n/a
What program-level strengths have the assessment reflections revealed?
n/a
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
n/a
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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.
n/a
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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?
Full implementation of drop-in counseling and telephone services for students who want to
schedule appointments and ask basic questions.
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”)
Increase access to counseling services and face-to-face appointments. Thus minimizing the waiting
time.
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 & #3
What is your action plan to achieve your goal?
Activity (brief description)
Offer drop-in counseling during the hours that the counseling
department is open
Target
Completion
Date
Fall 2016
Offer telephone services to schedule counseling appointments Fall 2016
and answer basic questions during the hours that the
counseling department is open
Required Budget
(Split out personnel, supplies,
other categories)
4 full time counselor
5 part-time counselors
2 full time classified
professionals
4 full time counselor
5 part-time counselors
2 full time classified
professionals
How will you manage the personnel needs?
X New Hires:
X
Faculty # of positions 4 Classified staff # of positions 2
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:
X
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?
X
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
X
Yes, list potential funding sources: 3SP monies
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 Completion
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Completion
/ Success
Rates
Skills
Success
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
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What does your project hope to achieve overall?
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
ACTIVITIES
Please list all the activities (A.1, A. 2, A.3, etc.) that you propose to do to reach your goal.
List activities by target date in chronological order.
Identify the responsible person/group for each activity, and who will be involved.
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
EXPECTED OUTCOMES and EVALUATION
How will you know whether or not you have achieved your goal?
What measurable outcomes are you hoping to achieve for the student success indicator and target
population you chose?
How will you identify the students who are affected (are they part of a class, a program, or a service, or
will you need to track them individually)?
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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):
x☐
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.
FTEF
(Contract)
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
n/a
n/a
n/a
n/a
n/a
16
FTEF
(Temporary)
# 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.
Success Rate:
Fall 2012
Spring
2013
Fall 2013
Spring
2014
n/a
n/a
n/a
n/a
Fall 2014
FTES:
Briefly describe how a new hire will impact your success/retention rates.
1) Assessment-Faculty Coordinator
The Counselor/Coordinator would serve as the liaison to the campus at large and lead
the charge for the new assessment initiative. Since it is a new initiative there are many
unpredicted variables, but without a fulltime counselor to address these challenges, this
can lead to larger problems and have a dramatic effect on our students assessing. Due
to the 79% of students into Basic Skills English and 77% scoring in Basic Skills Math
courses, it is vital to have a Counseling expert take charge in addressing these issues
and ensuring they are moving along the SSSP Core Services in a timely manner.
2) Retention/Probation Counselor
The need for a Follow Up Counselor is necessary to provide support for Probation,
undeclared students and Basic Skills students. Currently, there is only a .24 FTF faculty
and a .5 Counselor Assistant to coordinate the probation process for students. Although
all counselors are provide counseling to probation students we have seen probation
numbers rise.
3) Veterans Counselor
Student Veterans face an ever-changing set of rules and regulations, and require full
Student Educational Plans to remain eligible for their VA benefits. Having a counselor
dedicated to serving each population will insure that these students get the educational
planning required, while meeting current eligibility rules. This supports Strategic Plan
Strategies 3, 4, 5, 6, and 7
4) High school transition/Pathway/FYE Counselor
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Given the new initiatives on campus to address the needs of incoming freshman a
counselor is needed to work closely with other faculty who are designing pathways,
reaching out to high schools and coordinating FYE efforts.
5) Mental Health Counselor
Creating a separate position specifically for Mental Health will not only free up
additional counselor hours for general counseling, but also address Chabot’s growing
needs for mental health counseling. With the influx of student veterans and displaced
workers, as well as the continuing needs of our student population, an expansion of
Mental Health Services is overdue. This ties into Strategic Plan Strategy #5,
as it would free up additional hours for counselors to help students monitor their
progress toward their educational goals, as well as supporting the mental wellness of
our students. NOTE: The position of a full mental health professional could be funded
for the “student health fee” that students pay when attending Chabot. In General
Counselor a counselor will have reassigned time for coordination of mental health
activities/initiatives/personnel.
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
Criteria 3.
Fall 2012
Spring 2013
Fall 2013
Spring 2014
Fall 2014
1:958
1:958
1:1, 583
1:1,583
1:1,645
Meets established class size.
Fall 2012
Spring 2013
Fall 2013 Spring 2014
Fall 2014
WSCH
FTES:
WSCH/FTES
If there are any external factors that limit class sizes, please explain.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
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-Assessment Counselor: oversee the implementation of new common assessment
and work closely with faculty in English and Math
-Retention/Probation Counselor: provide a case management approach based on
intrusive counseling techniques to help students in academic probation
-Veterans Counselor: dedicated counselor to this population and teach PSCN class
dedicated to this population.
- High school transition/Pathway/FYE Counselor: team-teach courses with FYE
faculty and work closely with high school counselors.
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.)
*Assessment Counselor: Tier 1.
--Assessment is an integral part of the 3SP mandate.
*Retention/Probation Counselor: Tier 1, Tier 2 and Tier 3.
--Retention and probation are based on 3SP mandates; supports the mission of
helping students graduate in reasonable time and addresses the need of the student
to check in with a counselor when their GPA is below 2.0
*Veterans Counselor: Tier 1, Tier 2 and Tier 3.
--Helps students be on top of VA regulations; helps address gaps in faculty expertise of
VA regulations; meets counseling needs for this population.
*High school transition/Pathway/FYE Counselor: Tier 2 and 3
--Helps move successful initiatives such as FYE and Pathway forward; meets the need
for counseling and instruction to new freshman by working closely with faculty and
high school counselors.
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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.
N/A
Criteria 7.
CTE Program Impact.
N/A
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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Assessment Coordinator-Faculty. Accurate assessment will provide a stronger
indicator for students to be placed in correct courses, complete SSSP services in a
timely manner and result in more seamless transition for students to receive an
educational plan. This can provide a stronger indicator to the number of English
102, 101A, 1A courses and Math 103, 104, 53,65,55, 43, 31, 37, 20, and/or 1 should
be offered in following semesters.
With a structure to utilize multiple measures, students will be more accurately place
which benefits instructional faculty and students. Research has also shown the
numbers of students who complete college level math and English courses will also
increase.
Retention/Probation Counselor – this position will provide instructional faculty a
point of contact for matters related to academic probation, basic skills and
undecided students.
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.
In order to increase the availability of counseling services (phone and drop-in) it
is necessary to hire 7 part-time counselors and 2 classified professionals.
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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:
☐
8 hours of Probation Assign time
(unless new Retention
Coordinator is hired)
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):
4
x☐
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
x☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
23
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:
With the recent increase number of student assistants and peer advisers, it may be more important to
hire a full time classified professional to coordinate our current student assistants and peer advisers.
We have great team of student assistants and peer advisers who are well trained and certified and the
next step is to coordinate this resource, provide greater support, and ongoing training.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
none
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)
24
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.
n/a
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area
outcomes (SAO’s) support this request?
n/a
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:
1 Monitor with touch screen
40 iclickers
12 laser pointer
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)
26
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:
The following conferences support the implementation of 3SP: SSSP Directors Training in the Fall, SSSP
Director follow up training in the Spring, Common Assessment Initiative Training
Other conferences support professional development for PSCN instructors. They cover UC and CSU
transfer requirements, multicultural counseling and theory, higher education systems and procedures,
and mental health and well-being of at risk and underserved populations.
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)
27
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?
29