Chabot College
Student Services
Program Review Report
2016 -2017
Year in the Cycle: 3 of 3
Program: Career & Transfer Center
Submitted on October 26, 2015
Contact: Frances Fon/Felicia Tripp
FINAL 9/24/15
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Table of Contents
YEAR THREE
Section 1: What Have We Accomplished? ………………………………
Section 2: What’s Next? ………………………………………………………..
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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 .....................................................................................................
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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 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.).
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?
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1. What Have We Accomplished?
The Career & Transfer Center (CTC) established the following goals during its year one program review:
Goal 1: Increase workshop attendance through marketing effort improvements
Goal 2: Improve Career & Transfer Center webpages
Goal 3: Hire a full-time faculty: Counselor/Instructor – Transfer Center
Goal 4: Hire a full-time classified professional: Career Transfer Specialist
Goal 1: Increase workshop attendance through marketing effort improvements
Workshop attendance increased from an average of 7 in Fall 2012 to 18 in Fall 2015. Workshop attendance during
the spring semesters experienced a decrease from an average of 12 in Spring 2013 to 6 in Spring 2015.
Marketing efforts include:
 Visits to the Student Senate of Chabot College meeting
 Regular emails to general counselors, part-time counselors, support program counselors
 Regular emails to Chabot campus, Faculty instructors in PSCN and other disciplines
 Working closely with the Copy Center to develop flyers and materials and then partnering with entities
across campus (e.g. Library, Student Online Services, Peer Advisors, Office of Student Life, Mailroom
Services) to disseminate and promote CTC events.
 Postings made to Facebook, Tightrope Carousel, Transfer Events Google Calendar, and What’s Up
@Chabot.
Lessons Learned, Best Practices, and Challenges
 Workshop topics include Transfer Basics, UC TAG, Transferring to CSU, Transferring to UC, Transferring to
Private Colleges and the Common Application. CSU/UC Application workshops continue to be well
attended because of the help students need to work on and submit their best application for transfer
admissions consideration.
 Collaboration with university representatives resulted in the offering of campus-specific information
sessions which were well attended (anywhere from 14-25 at any one session). We should continue to
partner with university representatives during their regular visits to Chabot and offer transfer information
sessions.
 The challenge to offering these and additional workshops is a need for more counselors. The Career &
Transfer Center supports the hiring of more counselors in order to offer more workshops.
 Anecdotally, two-thirds of students attending transfer workshops in Fall 2015 heard about the workshop
because of the What’s Up @Chabot events calendar hosted on the Chabot College homepage. We should
continue to market through the Chabot homepage events calendar.
 While Tightrope Carousel makes it possible for the Career & Transfer Center to market its events on every
monitor located within most classroom buildings on campus, there is not enough staffing to leverage the
use of Tightrope on a regular basis. The Career & Transfer Center recommends the hiring of classified
professional to help announce transfer events and opportunities to the campus at large using Tightrope on
a weekly basis.
Goal 2: Improve Career & Transfer Center webpages
Webpage content improvements and virtual presence developments over the years include:
 Up to date and accurate information about the UC Transfer Admission Guarantee; Associate Degree for
Transfer to CSU, including an FAQ and how to research appropriate ADTs; and the Historically Black
Colleges and Universities Transfer Agreement
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




Developed resource pages for CSU Applicants and UC Applicants
Making resource guides and information in print format accessible 24 hours a day by posting it online
Up to date information about semester’s offering of career and transfer workshops, university
representative visits, Transfer Day, and Transfer Ceremony.
Removed many dead links and out-dated information
Developed and embedded Transfer Events Google Calendar and Facebook page onto CTC webpage.
Lessons Learned, Best Practices, and Challenges
 Keeping transfer webpages up to date and accurate mitigates confusion for students, reduces admission
denials due to erroneous information, and builds credibility of Chabot College, Student Services,
Counseling Division, and its staff. Regular updates are necessary since transfer admission requirements
change and there are so many resources, opportunities, and programs to share with students.
 Transfer students often want to know about scholarships and the Career & Transfer Center often receives
emails or postal mail about scholarships available for students. Students and counselors want to know
who they can contact at ABC University when they have a specific question, and a directory of
representatives would serve students well. But, the CTC has not had the staffing resources to develop
webpages to house this information or make routine posts on its Facebook page. The Career & Transfer
Center recommends the hiring of classified professional to provide routine updates on the Transfer Center
webpage, google calendar, and Facebook page; and working with the Transfer Counselor, help establish
and maintain new pages such as Scholarship Resources for Transfer Students and University
Representatives Directory.
Goal 3: Hire a full-time faculty: Counselor/Instructor – Transfer Center
The College successfully hired a full-time Transfer Counselor/Instructor in Fall 2014 who has been able to:
 Coordinate and facilitate transfer workshops, Transfer Day, Transfer Celebration.
 Teach PSCN 18 University Transfer Planning, offered beginning Fall 2014 and slated for Spring 2016.
 Collaborate with internal and external partners (e.g. other faculty on campus and university
representatives) to provide or refine transfer services offered which has included campus-specific
information sessions, Business Education Seminars, connecting university programs with Chabot College
clubs and instructional faculty.
 Provide consult regarding complex transfer cases; disseminate important transfer announcements.
 Serve as college coordinator for UC Transfer Admission Guarantee, TAG Reviews, and HBCU Transfer
Agreements programs.
 Coordinate the implementation and partnership with UC Davis Transfer Opportunity Program and UC
Berkeley Cross Enrollment program.
 Participate in, prepare, and submit the statewide Transfer Center Annual Report, annual Program Review.
 Conduct needs assessment to establish infrastructure to a Transfer Center.
Additionally, a half-time Counseling Assistant II began in Spring 2015 and provides support for the Transfer Center,
which has included:
 Duplicate copies of materials (workshop schedules, application tips packets, info sheets about the ADTs or
UC TAG) in an effort to make it regularly available for students at the Career & Transfer Center.
 Served as Decorations Team Lead with regard to the Transfer Ceremony and compiling certificates for
presentation at event; Assist with Transfer Day planning, set-up, clean-up.
 Assist with scheduling of university rep visits including preparing the appointment sign-up sheet, mailing
reps their parking permit, being available to unlock the office when they arrive, and making sure the office
is equipped with basic supplies.
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Assist with sorting materials coming to the Transfer Center and establishing an organization system for
making these materials available and accessible to students so they can better explore and research
transfer options.
Lessons Learned, Best Practices, and Challenges
 Consider moving toward a planning committee model for Transfer Day and Transfer Celebration to
alleviate workload, give others an opportunity to get involved, and allow space for creativity as there
should be more human resource available to execute with these high attendance events (Transfer Day saw
just under 1000 attendees in 2014 and 2015; Transfer Ceremony saw about 100 attendees).
 Transfer Day program handouts help students know which schools are here on Transfer Day and a list of
suggested questions to ask gives students something to work with when roaming the fair. Volunteers
helping on Transfer Day wearing Transfer shirts give guests and students a reference if they are lost or in
need of assistance.
 Consider hiring a classified professional to help with the communication and dissemination of transfer
events to the Chabot campus. This can include using Microsoft Sharepoint to update webpage with
schedule of workshops and rep visits; Tightrope to post weekly transfer workshops or announcements;
update Google Events Calendar or Chabot Events Calendar; make daily or weekly Facebook posts; emails
to specific student clubs or disciplines on campus about information sessions, webinar, etc..
Goal 4: Hire a full-time classified professional: Career Transfer Specialist
The College and Counseling Division was not successful in hiring a Career and Transfer Center Specialist.
Lessons Learned, Best Practices, and Challenges
 The comparison study on classified professional positions helped inform the request to be submitted with
this program review which will now reflect a request for a Career/Transfer/Employment Center
Coordinator.
 When students visit the Career & Transfer Center seeking information or help with transfer, student
assistants can hand them a flyer with a schedule of workshops. There is a need for a trained professional
who can engage with students and address their inquiries for information about university transfer and
make referrals to counseling, as appropriate.
 Transfer admission application cycles occur throughout the year. October through November, February,
and June through August are all application months for the CSU & UC campuses. This does not include
application deadlines from private or out of state colleges where applications are accepted as early as
January (e.g. Santa Clara University) or April (e.g. Mills College). Counselors have assisted with application
workshops in October and November since that is typical peak season for Fall application to the CSU and
UC, but, there is a need for a Transfer Specialist to assist students with their applications year round.
Students want to know how to apply, seek recommendation letters, obtain transcripts, and/or make sense
of communication and document requests sent by their intended transfer institutions. Having a Transfer
Specialist who can readily assist students with the specifics of this information would make a tangible
difference in students achieving their educational objective of university transfer.
Concluding Remarks
We also acknowledge that the most significant challenge relates to staffing as this impacts how consistently and
comprehensively we provide resources and services and the extent to which we can enhance current services and
support the College’s efforts in helping Chabot students transfer. Other challenges or considerations include:
 How do we offer comprehensive transfer services to 8000+ Chabot students who indicate Transfer as their
educational objective?
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How do we expand and enhance Chabot’s Transfer Center Plan while working with limited staffing?
Career Services grant is ending in March 2016. How will this impact collaboration with transfer services?
There is some question or concern as to how career needs for students will be addressed, yet we must
maintain emphasis on transfer services. How do we best use and maintain Transfer Center facilities when
there does not appear to be a staffing team?
We celebrate the developments and progress made in the above four goals and look forward to building upon this
past cycle’s efforts given what we have accomplished.
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2. What’s Next?
Over 8000+ students indicate transfer as a goal (it was 7500+ in Fall 2014) and 2000+ indicated “undecided or
other” (Fall 2015 Preliminary Census); that is 74% (up from 70% in Fall 2014) of current student population. While
Fall 2015 numbers weren’t available, approximately 1000+ students in Fall 2013 participated in special programs
and indicated transfer as their goal (Fall 2013 Special Programs: EOPS, Daraja, Puente, ASPIRE, PACE). This is
roughly 10% of the intended transfer student population.
There is effort and opportunity to address equity disparities for a number of specific student groups (e.g. students
with disabilities, African-American, Latino, to name a few) in achieving university transfer.
Lastly, close to 60% of Chabot students are low-income and 43% are first generation students (Fall 2013 Highlights
Family Income, Parent’s Education and Living Situation Survey).
We acknowledge, therefore, that there are numerous students across the college who can benefit from the Career
and Transfer Center and would want to be mindful of these data and findings when establishing future goals. We
also recognize that the number of students intending to transfer does not change essential resources and services
we need to provide to support students through transfer. Chabot has a robust student services division with really
great and targeted programs for specific student populations. A number of them utilize services offered by the
Career & Transfer Center as part of helping their students persist and achieve educational objectives. Yet, all
students benefit from and can utilize the resources and services offered through Career & Transfer Center. We will
continue to offer staple transfer services such as Workshops, University Representative Visits, Transfer Day, and
Transfer Ceremony. Future goals and ideas are also highlighted below:
 Work with Institutional Research to make sense of existing data and generate meaningful data to make
informed decisions about goals, assessment of goals, and program planning. Evaluate and define
SLO/SAO/PLO for next program review cycle.
 Consider ways to support special programs counselor colleagues, especially those in Daraja and DSRC in
capacity building to support Equity initiatives in the area of Goal E: Transfer.
 Consult with Transfer Advisory to help inform transfer needs, goals, affirmation of transfer efforts oncampus.
 Continue advocating for staffing for Transfer Services. Previous to 2007, there was one full-time classified
professional and two part-time classified professionals engaging in the day to day operations of the center,
which at the time was a stand-alone Transfer Center. In 2007, there was one full-time classified
professional. In 2012, the classified professional resigned. Between the various grants funded, there has
been staffing for the Career Services side of the Career & Transfer Center. As this grant comes to an end in
March 2016, there is a question, concern, and opportunity to consider how to staff this center.
 Continue advocating for hiring of more counselors to:
o Facilitate and present career and transfer workshops
o Provide assistance at Application workshops
o Volunteer on Transfer Day and Transfer Ceremony
o Participate in campus wide efforts that remove barriers to the retention and transfer of lowincome, disabled and first generation college students. (e.g. involvement in or partnerships with
Pathway Programs, FYE, Support Programs, etc..)

There’s a need to create a Counseling Division-wide Transfer bound culture that emphasizes on-going
training for counselors on transfer and clear and possibly incentivized ways counselors can work on teams
to support the initiatives above. It may be good to find counselor participation avenues that are both in
load and out of load.
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and the
impacts of funds received and needs that were not met. This history of documented need can both
support your narrative in Section A and provide additional information for Budget Committee
recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (2)
Supplies & Services
Technology/Equipment
Other
TOTAL
2015-16
Budget
Requested
$55,000
$2,000
2015-16
Budget
Received
0
$2,000
2016-17
Budget
Requested
$102,000
$2,000
$57,000
$2,000
$104,000
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?
The CTC received funding to hire full-time Transfer Counselor. Having a dedicated counselor affords
our college the opportunity to re-envision and rebuild the transfer program. Positive impact includes
partnerships and collaborations with internal and external entities; coordination and facilitation of
essential transfer services; and being able to offer, teach, and update curriculum for PsychologyCounseling 18. This is also one step toward compliance with Education Code.
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 CTC suffered a loss of the one full-time Classified Professional who staffed the center and that
position was not replaced for the 2012-2013 academic year. The Employment Coordinator for
TAACCCT in Career Services resigned in June 2015. There is one grant director and a few professional
experts, but, the grant is ending March 2016. There is a need for a Career & Transfer Center
Coordinator who can oversee the day-to-day operations of the center.
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Appendix B1: Student Learning Outcomes and/or Service Area Outcomes Assessment
Reporting Schedule.
SLO/SAO
SLO #1: Students who
attend CTC transfer
workshops will be
able to describe how
the CSU and UC
transfer requirements
differ and the
importance of
planning for lower
division major
requirements as well
as general education
SAO #1: Rates of
Students successfully
transferring who
attended Transfer
workshop in CTC
SAO #3: Numbers of
students who use
Career/Transfer
Center and its relative
services: workshops,
university
representatives, Peer
Advisor assistance,
use of computers,
field trips, and special
events
How
Measured
Results/Discussion
Workshop evaluations summarized
by themes including what students
learned and suggested for
improvement
Evaluations are compiled
into a document and
analyzed. Titled Attendance
and Evaluation Themes
from Transfer Workshops –
Spring 2015 and Fall 2014,
a copy of this assessment
resides within the CTC
Program Review binder.
Need to send W#’s to IR by end of
Spring 2013 to compare persistence
and success rates of users to nonusers.
Unavailable. New
counselor/coordinator will
reexamine and revise SAO
#1, as appropriate.
Workshop
Evaluations
Transfer
Rates of
Students
who
attended
Workshops
Data
collected
from SARS
Grid and
SARS Trak in
the CTC
Documentation (Where can
assessments be found? Provide link
if possible)
Due to counselor retirement, some
historical knowledge has been lost,
so the new Transfer
Counselor/Coordinator will need to
learn how data is captured, collected,
and make recommendations or
changes, as appropriate.
The numbers of students using the
Career & Transfer Center has steadily
increased since 2010 when we
moved into the new CSSC building.
Due the loss of the Career Transfer
Specialist, data for university
representatives may be uncaptured
since there is not a consistent person
to facilitate the appointment
scheduling and attendance process.
New Transfer Counselor/Instructor
will need to learn how data is
captured, collected, and make
recommendations or improvements,
as appropriate.
Data is pulled from SARs
Grid and SARs Trak REPORT
function and can be
exported into an Excel or
PDF file for analysis. Report
is stored within the server
and a copy resides within
the CTC Program Review
binder.
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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:
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?
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”)
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).
What is your action plan to achieve your goal?
Activity (brief description)
Target Completion Required Budget
(Split out personnel, supplies, other categories)
Date
How will you manage the personnel needs?
☐ New Hires:
☐ Faculty # of positions
☐Classified staff # of positions
☐ 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
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:
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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
Males
X
Foster Youth
Students with
disabilities
Low-income
Veterans
X
X
X
X
X
X
American Indian or
Alaska Native
Asian
Black or African
American
X
X
X
X
X
X
X
X
X
14
Filipino
X
Hispanic or Latino
X
Hawaiian or Pacific
Islander
White
X
X
X
X
X
X
X
X
X
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?
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 _____Counseling______
Please refer to General Counseling and PSCN Program Reviews.
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
FTEF
(Contract)
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.
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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
Fall 2014
WSCH
FTES:
WSCH/FTE
S
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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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.)
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.
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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
2012-2012
# Awarded
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.
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 part-time
regular (permanent) classified professional positions (new, augmented and replacement positions). Remember,
student assistants are not to replace Classified Professional staff.
Instructions: Please complete a separate Classified Professionals Staffing Request form for each position requested
and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a separate
Classified Professionals Staffing Request form must be completed for each position requested. Add your requests
to your spreadsheet under the 2000a tab and check the box below once they’ve been added.
Please click here to find the link to the Classified Professional Staffing Request form:
http://www.chabotcollege.edu/prbc/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):
2
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:
Need to hire one or two students for 5-10 hours a week for dedicated transfer services assistance
including:
 Help sort Transfer Center mail, and file transfer materials into appropriate bins for students to
take and use in transfer research (e.g. CSU, UC, Major Explorations bin, Pre-professionals
Resource Bin, etc.).
 Help duplicate copies and place into mailboxes, as directed.
 Post weekly or monthly flyers about workshops on Career & Transfer Center bulletin board
 Post transfer events such as university open houses, webinars, scholarship opportunities on
CTC bulletin board
 Keep public locations well stocked for transfer workshop and rep visit flyers such as the library,
information desk, CTC front desk, general counseling desk, etc..
 Update CTC whiteboard with weekly transfer events
 Clean/wipe down CTC computer keyboards and monitors
 Update CTC Sandwich Boards weekly with transfer events posters
 Enter workshop evaluation and attendance numbers into Excel for future data analysis
 Assist with set-up and clean-up for various events such as Gladiator Days, Transfer Day,
Transfer Ceremony.
This work helps communicate transfer resources and services to the college campus and encourages
students to utilize services to better explore and make progress toward their transfer goal. This work
does not seek to take away or replace classified professionals. We will work with all entities involved to
comply with policies and procedures as appropriate.
How do the assessments that you performed 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):
☒
1-2
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
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Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning
assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and
contribution to the Strategic Plan goal. Please cite any evidence or data to support your request. If this position is
categorically funded, include and designate the funding source of new categorically-funded position where
continuation is contingent upon available funding.
Rationale for your proposal based on your program review conclusions. Include anticipated impact on student
learning outcomes and alignment with the strategic plan goal. Indicate if this request is for the same, more, or
fewer academic learning support positions.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area
outcomes (SAO’s) support this request?
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your requests
to your spreadsheet under the 2000B tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested):
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
☐
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Appendix F5: Supplies Requests [Acct. Category 4000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list additional/augmented funding requests for categories 4000. Do NOT
include conferences and travel, which are submitted on Appendix F6. Justify your request and explain in detail the
need for any requested funds beyond those you received this year.
Request and Rationale:
Routine supplies needed to support the programmatic efforts of the Career & Transfer Center:
 Hanging file folders, magazine racks or bins, and other basic office supplies to hold transfer
materials which can include viewbooks and catalogs from various colleges or universities as
well as GE sheets and other resource sheets provided through the Career & Transfer
Center.
 Markers, pens, pencils, masking tape, blue tape, poster paper for Transfer Day and other
transfer events
 Keyboard cleaners and dusters or printer ink for CTC rep office and maintenance of CTC
computer lab.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area
outcomes (SAO’s) support this request?
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your requests
to your spreadsheet under the 4000 tab and check the box below once they’ve been added.
☒
SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
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Appendix F6: Contracts & Services, Conference & Travel Requests [Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for contracts & services and conference attendance, and to guide the Budget and Staff
Development Committees in allocation of funds.
Instructions: Please list contracts and services. For conferences/training programs, including specific information
on the name of the conference and location. Your rationale should discuss student learning goals and/or
connection to the Strategic Plan goal.
Rationale for Contracts and Services:
Rationale for Conferences and Travel:
Staying abreast on transfer admissions is essential for helping students explore, make progress, and
successfully gain admissions to intended transfer university.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area
outcomes (SAO’s) support these requests?
Workshop content are derived from information, announcements, and best practices obtained at these
conferences.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your requests
to your spreadsheet under the 5000 tab and check the box below once they’ve been added.
☒
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
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Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.
Instructions: Please follow the link here to make your request and summarize below
http://intranet.clpccd.cc.ca.us/technologyrequest/default.htm
Summary of request and rationale:
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your requests
to your spreadsheet under the 6000 tab and check the box below once they’ve been added.
EQUIPMENT tab (6000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
☐
If you're requesting classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers
that are our current standards.
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Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Although some of the college's greatest needs involving new facilities cannot be met with the limited
amount of funding left from Measure B, smaller pressing needs can be addressed. Projects that can be legally
funded with bond dollars include the "repairing, constructing, acquiring, and equipping of classrooms, labs, sites
and facilities." In addition to approving the funding of projects, the FC participates in addressing space needs on
campus, catalogs repair concerns, and documents larger facilities needs that might be included in future bond
measures. Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one facilities
project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Type of Request
___ Space Need
___ Small Repair
___ Large Repair
___ Building Concern
___ Larger Facility Need
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
Briefly describe how your request supports the Strategic Plan Goal?
27