Chabot College
Student Services
Program Review Report
2016 -2017
Year Three in the Program Review Cycle
Program: Student Success and Support
Program
(formerly Matriculation)
Submitted on Oct 26th, 2015
Contact:
Michael R. Lai and Emmanuel Lopez
Team Katrin Field and Bionca Sparrow
FINAL 10/26/15
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 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?
The Student Success Act identified areas of improvement for Community Colleges to strive for focusing
on Assessment, Orientation and Student Educational Planning. Additionally it focuses on Counseling,
other Education Planning Services, and Follow-up for At-Risk Students. The Chabot SSSP team
specifically setup the following goals:
1) Acquire permanent staffing to coordinate SSSP at Chabot College.
2) Acquire permanent and dedicated Counselors to target probation students as a caseload.
3) Acquire permanent and dedicated professional classified professional staff to support SSSP and
the probation students as a caseload.
4) Develop a fully-functional online orientation
5) Increase accuracy of online orientation’s student name and ID collection process
6) Maintain and even increase the Early Decision program for new students directly from local
catchment area high schools
7) Maintain Chabot College’s commitment to providing the required SSSP services to students
8) Continuously update the official Counseling website to better inform new students of SSSP
components and required contacts

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.
In the past three years we have succeeded in completing the following goals:
1) Acquire permanent and dedicated professional classified professional staff to support SSSP and
the probation students as a caseload.
We have been able to hire 3 part-time Classified Professional Staff to support Assessment, Counseling
and Probation students. Additionally, we have .24 FTE dedicated to manage Probation students.
Unfortunately, we do not have the staffing to have a dedicated Full time Counselor to serve a probation
caseload at this time.
2) Develop a fully-functional online orientation-We have created a fully-functional online
orientation through the collaboration of Admissions and Records, IT and the Counseling
Department.
3) Increase accuracy of online orientation’s student name and ID collection process-Through our
work with IT we have developed more accurate ways to identify our data collection process for
students who have completed online orientation. Additionally, we have created a manual
override in case there is an error in the system not capturing students who are taking our online
orientation process.
4) Maintain and even increase the Early Decision program for new students directly from local
catchment area high schools. In 2014 we had 513 students complete SSSP requirements and 336
students register due to our Early Decision Program. In 2015 we had 606 students complete the
SSSP Requirements and 446 students register. That is a 16% increase in SSSP requirements being
completed and over a 24% increase in registered students who completed their requirements.
5) Maintain Chabot College’s commitment to providing the required SSSP services to students-The
SSSP committee meets once a week throughout fall, spring and summer to continue identifying
ways to improve our SSSP services and must also work on a SSSP Plan to submit to the state
every year to ensure proper use of SSSP funding, goals, expectations and accountability of how
we use funding.

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.
SSSP has created an in house online-orientation system that has been helping students
complete one of the core services and their SSSP requirements is automatically updated.
Additionally, our Assessment Center has been diligent about setting up Student Educational
Planning (PSCN 25) for first year students and providing them with a checklist of the other Core
requirements they must complete to fulfill SSSP. Additionally, the Assessment Center has Study
Guides on their website and a Smartphone App that allows students to have an understanding
of what the Assessment test may look like to provide students an opportunity to study ahead of
time. Furthermore in Counseling, PSCN 25 informs students regarding Certificate and Degrees
Chabot College offers to help them reach their educational goal. PSCN 25 also offers 15
students counseling on their first semester courses based on their assessment results and
educational goals.

Are these best practices replicable in other disciplines or areas?
Currently this program is still in the early stages and it will be helpful for other disciplines to be
familiar with the SSSP Requirements which include Assessment, Orientation, Student
Educational Planning and Follow Up Services. Additionally, the benefits of receiving priority
registration by completing all program requirements in a timely manner. By having a campus
wide collaborative effort SSSP requirements can become a norm for our students.



What were your greatest challenges?
The greatest challenge was the turnover in staff within the Counseling Division. At the end of
Summer 2014, ____full time counselors retired and the full time counselor who oversaw the
SSSP plan left Chabot College. This created a significant void within SSSP. Starting in Spring 2015,
two new full-time counselors joined the SSSP work group to assist in providing a link between
the SSSP work group and counselors. With any initiative, there is a learning curve and both
counselors are beginning to find their place within SSSP and the Counseling Division.
Were there institutional barriers to success?
One of the most important goals for SSSP was to hire a Degree Works Coordinator. This person
primary responsibility would be to update Degree Works and ensure it is fully functional for staff
use. At this time, this position has not been filled and Degree Works is not ready for staff use.
This is a top priority for the SSSP work group.
Assessment Counselor
Incoming Transcript Evaluator
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
SAO/PLO assessment results, external accreditation demands, etc.).
(what is the counselor to student ratio)
What is the FT counselor to student ratio
Campus persistence and Success rates
PSCN 25 – 100% meets student learning outcomes
% of student who use Counseling services
% of students who use Online Orientation
% of students who used assessment
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?
The SSSP work group have worked to maintain SSSP services to students and developed plans to meet
State SSSP objectives and deadlines. Recently, SSSP has reestablished a consistent link between the
SSSP and the Counseling Division. One full time counselor will serve as the liaison between SSSP and
Counseling while another full time counselor will specialize with SSSP follow up services and academic
probation. With greater consistency, SSSP is headed in a direction that supports student experience and
success.
In each area of SSSP, there are specific goals, ideas and institutional support that foster student success.
SSSP invests the most at the point of entrance to Chabot College because studies have shown that
successful transition to college is vital to overall student success.
Application:
The SSSP work group will enhance the application process to ensure that SSSP targeted students and
SSSP exempt students are accurately identified at the point of application. This will help with capturing
data for the SSSP Plan. The SSSP work group will work with Admissions and Records to ensure a
seamless application process for students and accurate data capture for the SSSP work group.
Initial Orientation:
After application, students will be directed to an enhanced Online Orientation program. The SSSP work
group has identified a vendor to develop an engaging and interactive online orientation program. This
system will not only provide students with vital information about Chabot College but also accurately
document the number of students who complete the online orientation in any even semester.
The SSSP work group will also work closely with Special Programs to ensure any in-person orientation
presented to incoming students are comprehensive and accurately documented.
Initial Assessment:
With assessment, all California community college will be moving to a common assessment in Fall 2016.
To prepare for this, it will be important for the Assessment Center to have a full time counselor who can
also serve as the Assessment Coordinator. The SSSP work group will work with our assessment center
and instructional faculty to establish guidelines and cut scores. The SSSP work group will also work with
counselors to establish a model for using multiple measures to meet assessment. An Incoming
Transcript Evaluator can also use outside courses for Math and English course placement which serve as
an additional avenue for meeting the SSSP assessment service.
Education Planning:
Student Education Planning is essential to all incoming and continuing students. The goal is to increase
access by providing various avenues to counseling and education planning services. Increasing the
number of Psychology-Counseling 25: Transition to College offerings will provide incoming students
more opportunity to meet with a counselor and plan their first semester schedule at Chabot College.
The Counseling Division is developing a model for drop-in counseling that will allow student immediate
access to counseling in a meaningful environment.
To meet the above initiatives, the Counseling Division will need to increase the number of adjunct
counselors and full-time counselors. The SSSP faculty counselor will work closely with the Counseling
Division and SSSP work group to ensure all new and current counselors are consistent in how they
provide SSSP services. In addition to enhance general counseling services, developing and implementing
the Degree Works audit program can help monitor student progress and increase number for SEPA and
SEPC.
Follow up Services:
The plan for Follow Up Services will be to hire a Full-Time Counselor/Instructor to concentrate on follow
up services for Probation, Basic Skills and undecided students. Additionally, we plan to look at an Online
Academic Probation Module for students on Academic Probation 1. Furthermore, we are planning to
outreach to probation students through Workshops, emails and letters. The goals would be to decrease
the number of students on Probation, decreased undecided students and increase passage rates for
Basic Skills Courses.
General Goals:
An important goal for the SSSP work group is to hire a Degree Works/Degree Audit Coordinator and
Incoming Transcript Evaluator. The Degree Audit Coordinator will work with the SSSP work group and
Admissions and Records to update and launch Degree Works, a comprehensive student education
planning tool. Degree works will serve as the central tool for all student education planning and provide
students a view of courses completed, requirements met, and remaining requirements. The Incoming
Transcript Evaluator will evaluate all incoming transcripts and make notations in student file that shows
requirements met from off-campus courses. This will allow counselors more opportunity to work closely
with students to develop an overall plan for success.
The most important goal for SSSP is to increase the percentage of students who complete certificates,
associate degrees and transfer related goals. The initiative mentioned will fully support this goal and
provide greater support to students, instructional faculty, administrators and student service personnel.
The annual SSSP plan will assist in evaluating the number of students who are meeting SSSP core
services and reaching education goal completion.
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
Supplies & Services
Technology/Equipment
Other
TOTAL
2015-16
Budget
Requested
2015-16
Budget
Received
2016-17
Budget
Requested
7 positions
$25,000
$31,000
$95,000
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 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
extended evening service by 3 hours.
Served 4808 unduplicated students/ proctored 7354 assessments, increase of 12.2 % from prior year
Served 2096 students in PSCN 25, increase of 12.2 $ from prior year
Served 195 ESL students attended ESL program planning, 47.7% increase from prior year
Served 5994 students completed online orientation, increase of 325% from 2013 – mandatory after
2013
In 2014-2015, the Counseling Division served 513 more students through PSCN 25s then the year
before. PSCN 25s were also extended into the Winter break and start of Fall semester for the first
time. In that same year, there were 21210 student contacts. During that same time, there was an
increase of 852 SEP/Follow up services type appointments from the year before.
In Student Online Services (SOS) Fall 2013 and Spring 2014 we had a total of 1314 unduplicated
applicants apply for Chabot College. In Fall 2013 and Spring 2014 we had a total of 4683 unduplicated
students register for classes at SOS. In Fall 2014 and Spring 2015, SOS had 1890 Chabot applications
completed this was an increase of over 31%. In Fall 2014 and Spring 2015 we had over 5745
unduplicated students register for classes. These numbers demonstrate the increase of student
applications and registrations as it relates to SAO#1. It also positively impacts our enrollment.
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?
Some students were unable to get the support and guidance in selecting courses.
During peak periods such as the registration period, wait time for appointments may be as high as 4
weeks.
Without adequate staff, the assessment center was unable to implement a computerized ESL
assessment. The Assessment Specialist was unable to fully prepare for the integration of the common
assessment initiative. It is vital that the assessment specialist have a full time counselor dedicated to
preparing the campus for the common assessment. The renewal of the chemistry assessment was
also delayed.
Without a Follow-Up Counselor, we have seen academic probation numbers rise and this can affect
retention. This can lead to a decrease in an enrollment if students continue on probation and lose
their priority registration status and in 2016 will lose their BOG.
At Student Online Services, the staff must stay at the SOS location all day. The result is that the SOS
staff find it difficult to make time to attend division meetings and other opportunities on campus. This
leads to the SOS staff missing important student services and campus updates. The does not serve the
SOS staff well and the many students who count on SOS.
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:
N/A
N/A
N/A
SAO #1: Increase the number of
Chabot College students
completing Assessment,
Orientation, and Student
Educational Planning, per the
Student Success Act mandates.
SARS Grid
Year 2014-2015:
Assessment Center
The Counseling Division
and SARS grid data
provided 852 more SEP
and Follow up services
type appointment
compared to the year
before.
The Assessment Center
provided 4808 students
with assessment services.
513 more students were
provided SEPAs through
PSCN 25.
SAO #2: Develop, maintain, and
regularly update SSSP (formerly
matriculation) materials, such as
counseling website information,
online orientation, and
assessment website.
N/A
SSSP work group –
SSSP Meeting
meeting regularly/weekly Minutes, SSSP Plan
and PSCN 25
Peers Advisers work to
attendance reports.
ensure PSCN 25 materials
are available
Counseling Website has
been updated
Assessment Center
Website has been
updated
Online Orientation is
being enhanced
SAO #3: 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 had
probation/dismissal
appointments
Academic probation
workshops have been
developed for students
on AP1 for Fall 2015.
SAO #4: Develop cost-effective
and effectual services and
processes to implement the
Student Success Act mandates.
Registration In partnering with First Year
#’s in SU15 Experience, students were
supported with SEPAs
related to specific
pathways.
The role of peer advisers in
SSSP initiatives is growing.
We are up to 20+ peer
advisers.
SARS grid
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?
Online Probation Program-Currently, we do not have enough Counselors to see the over 1200
students of students on Academic Probation 1 annually. Currently, we have a Self-Report Contract for
students to complete to allow us to release their hold for Academic Probation. However, we need a
more student centered approach to reach the new generation of students attending Chabot College.
An Online Probation Program is necessary to provide access to students who place into Academic
Probation 1 based on their online courses and our not on campus to complete the contract.
Additionally students taking on campus courses, need help clarifying their goals, have an
understanding of campus resources, learn about our PSCN courses to provide study skills and time
management support, and ensure students get into their critical path quickly.
What is your specific goal and measurable outcome? (Note: Complete the Equity/BSI proposal in
Appendix E1 if you would like to request these funds and indicate “see Equity/BSI proposal for detail”)
The goal will is to have 50% of Academic Probation 1 students from (from Fall 2016 grades) complete
the online probation program module. We would measure the students who are enrolled during
Spring 2017 and have an Academic Probation 1 hold on their account.
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).
It will be a more cost effective measure, provide accurate updates and it will allow us to communicate
with our AP students directly and inform them of support services, policies and procedures at Chabot
College. This will serve our SAO#3 and SAO#4.
What is your action plan to achieve your goal?
Begin to outreach with GoOrientation (online vendor) to build
online probation program.
Target
Completion
Date
Spring
2016
Build Online Probation Program
Fall 2016
Pilot Online Academic Probation Program to 25% of the
Academic Probation 1 students.
Spring
2017
Activity (brief description)
Required Budget
(Split out personnel, supplies,
other categories)
$30,000 for startup costs
(acquired from
GoOrientation Company
Quote)
$2000 in Faculty F Hour
Assignment
$500 Marketing Materials
Review results of Academic Probation Program and fix errors
and bugs. Offer it to 100% of students on AP1 in Fall 2017.
Fall 2017
How will you manage the personnel needs?
X New Hires:
1 Faculty # of positions Follow_UP Counselor Classified staff # of positions 1
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
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?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
X Yes, explain: Go Orientation to build Probation Module.
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
X Yes, list potential funding sources: SSSP Funding.
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?
Online Orientation Module. An Online Orientation Model will provide an opportunity to for students
to have a strong understanding of Chabot College Services, Certificate and Degree programs.
Additionally, it will replace the use of a scheduling program that is not setup or designed to run an
orientation program. In order to help students clarify goals, get students inline on their critical path
and provide appropriate campus referrals to support programs and/or resources they need. By
students participating in an online-orientation program and having access to videos that are created
by a student centered company (Student Lingo) students will receive a more comprehensive overview
of Chabot College’s resources.
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”)
To have 60% of enrolled students complete online orientation within their first semester.
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).
This addresses SAO#1, SAO#2, SAO#3 and SAO#4.
What is your action plan to achieve your goal?
Activity (brief description)
Speak with GoOrientation team.
Modify Online Orientation Model
Target
Completion
Date
Spring
2016
Early Spring
2016
Required Budget
(Split out personnel, supplies,
other categories)
$30,000 startup fee (first 90 days)
$15,000 Hosting Fee
annually
Pilot Online Orientation Model
Mid Spring
2016
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
X Reassigning existing employee(s) to the project; employee(s) current workload will be:
X 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)
X Require additional funding to continue and/or institutionalize the project
(obtained by/from):Annual hosting fee of $15,000.
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?
No
X Yes, explain: GoOrientation and Student Lingo Team.
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
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?
Degree works speak directly to many of the Strategic Plan goals.
It provides a shared location and common format for student education goal and planning.
It allows counselors, staff and students to develop a path toward their goals and provides information
to help undecided students start on an educational pathway. SSSP funding is available to support this
project and fits the SSSP criteria for funding and maintenance. Developing and maintaining a well run
Degree Works program benefits the entire campus, especially our students, admissions and records,
counseling and other student services.
What is your specific goal and measurable outcome? (Note: Complete the Equity/BSI proposal in
Appendix E1 if you would like to request these funds and indicate “see Equity/BSI proposal for detail”)
The Degree Works program is available and at this time, the specific goal is to have a team staffed to
develop the program to fit the needs of Chabot College. This team would also reach the starfish
degree audit program and explore how it fits in with the needs of Chabot College. To start, the
priority is to hire a Degree Work Coordinator who works with student services to get the degree
works program updated and up and running. It will also be important to hire a incoming transcript
evaluator to update student records when transcripts from other colleges come to Chabot College.
Student Services personnel with work with both degree works coordinator and incoming transcript
evaluator to ensure degree works is fully functional and accurate.
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).
Degree works will provide counselors and students with a new avenue for creating and updating
student education plans. This will not only increase the number of student education plans but also
make then education plans more accessible and accurate. Students and staff will be able to track
student progress during their time at Chabot College.
When student provide transcripts from other colleges that show completion of Math and English, the
incoming transcript evaluator will be able to use this information for course placement. This is also
consistent with state definition of multiple measures of assessment and result in an increase in
assessments and accurate course placement.
The online orientation can be embedded into degree works for students to complete but also revisit
during their time at Chabot College. After students complete initial assessment, student can still
revisit the online orientation and the usage will be counted as other services.
Degree works also provides a secure avenue for communication with students. This may provide a
way for counselors to provide online counseling services. This will require further discussion.
Degree works will significant decrease the amount of repeat work and paper materials and result in
saving time, money, and efforts for students and all student services personnel.
Student experience will significantly improve because there will be central location for monitoring
their own progress.
What is your action plan to achieve your goal?
Activity (brief description)
Hire Degree works coordinator and Incoming Transcript
Evaluator
Train Degree works coordinator
Update Degree works program
Pilot Degree works program with student services
Fully functional Degree Works program for entire campus
Update and maintenance of Degree works program
Target
Completi
on Date
Fall 2015
Spring
2016
Fall 2016
Spring
2017
Fall 2017
Ongoing
Required Budget
(Split out personnel, supplies,
other categories)
SSSP $60,000-DW
Coordinator/$55,000 for
incoming Transcript
Evaluator
SSSP
SSSP
SSSP
SSSP
SSSP
How will you manage the personnel needs?
X New Hires:
Faculty # of positions
X 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
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
X Require additional funding to continue and/or institutionalize the project
(obtained by/from):SSSP
Will the proposed project require facility modifications, additional space, or program relocation?
No
X Yes, explain: Admissions and Records will need to create space for evaluator and
degree works coordinator to work together.
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
X Yes, explain: Support from Degree Works contractors will be needed for training and
maintenance
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
X Yes, list potential funding sources: SSSP
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?
It is vital to have a new faculty counselor serve as the assessment coordinator because the common
assessment initiative is scheduled for release at Chabot College around October 2016 and impact
the Spring 2017 admit group. Without this role, Chabot College will not be prepared for this
transition.
It is equally important to move our 20 hour a week classified professional to 40 hours a week to
meet the increase demand for assessment services and assessment center extended evening and
weekend hours. Materials and communication related to the Common Assessment Initiative needs
to be available to the campus community.
What is your specific goal and measurable outcome? (Note: Complete the Equity/BSI proposal in
Appendix E1 if you would like to request these funds and indicate “see Equity/BSI proposal for detail”)
The specific goal is a smooth transition into the common assessment and cut scores and course
placement criteria are set to fit the needs of the Chabot College student population. Once a system
for the common assessment is set in place, the expectation is that the number of students who
meet the SSSP initial assessment will increase and students will be more accurately placed into
Math and English courses.
The expectation is that accurate course placement will also lead to a higher number of students
completing Math and English courses.
With the Common Assessment in place and a system for using multiple measures, we can expect the
percentage of our SSSP “targeted” student population who received assessment services to increase
by 25%.
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).
The % of students who meet initial assessment will increase. Content and materials related to
assessment will be regularly updated because the relationship between assessment and counseling
will be strengthen. It is more cost effective to have one individual take on this role rather than
multiple people taking on various aspects of this role because it provide greater consistency
throughout and the deadline for the common assessment implementation is coming up.
What is your action plan to achieve your goal?
Activity (brief description)
Hire faculty counselor/assessment coordinator
Training faculty counselor/assessment coordinator
Target
Completion
Date
Fall 2015
Spring
2016
Create structure, establish cut scores, and course placement
Spring
procedures for common assessment
2016
Full implementation and maintenance of common assessment Fall 2016
Required Budget
(Split out personnel, supplies,
other categories)
SSSP $60,000
SSSP
SSSP
SSSP
How will you manage the personnel needs?
New Hires:
X Faculty # of positions 1 Classified staff # of positions
X 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)
X Require additional funding to continue and/or institutionalize the project
(obtained by/from):SSSP
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: SSSP
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):
☒
2
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 __Psychology-Counseling_________
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013
FTEF
(Contract)
Fall 2013
Spring 2014
Fall 2014
Please
see
PSCN
Program
Review
FTEF
(Temporary)
# of Contract
Faculty
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
1.
2.
3.
4.
5.
6.
Jane Church – retired…(Articulation Officer)…
Melva Garcia – retired…………………………..
Carey Harbin - -retired…………………………..
Naoma Mize – retired……………………………
Ernesto Victoria – retired………………………..
Lani Wilson – retired…………………………….
July 2014
May 2014
“
“
“
NOTE: Counselors who resigned
1. Becky Plaza
2. Michael D’Aloisio
NOTE: Moved from General Counseling
1. Patricia Molina – moved to Special Programs
2. Sandra Genera – moved to Puente Special
Programs
3. ValJean Dale – Interim Dean of Counseling
July 2014
Currently there are 10 PSCN counselor/instructors who
provide a total average of 200 student contact hours in an
academic year. Counselors/Instructors have reassign time
to coordinate essential functions of the division such as
probation, SSSP, articulations, etc.
Criteria 2.
Semester end departmental enrollment pattern for last three years.
Success Rate:
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
87%
71%
85%
72%
72%
FTES:
Briefly describe how a new hire will impact your success/retention rates.
A new hire in the Psychology-Counseling discipline will positively impact our success
and retention rates.
1) Assessment-Faculty Coordinator
The Assessment Coordinator position has been vacant since 2008. The California
Common Assessment Initiative is currently being piloted by several schools and is
supposed to be adopted by Fall 2016 for Spring 2017 placement at Chabot.
It is imperative to have a full-time Counselor Assessment Coordinator involved in the
roll-out process of this large new initiative. In cooperation with our IT department, the
Counselor/Coordinator needs to know how to install this new program and fix minor
bugs and train Assessment Center Classified Professionals on how to use the program. In
addition, with a new Assessment comes new requirements, such as cut scores, test
progression, placement scores, frequencies (number of times student can take
assessment) and other requests from departments on campus. 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. Additionally, we
know from IR that our Laser Students are more likely to complete these goals. By setting
up students for success with more accurate assessments, we are confident they will be
able to begin the Laser Student Pathway knowing there is a goal in mind and a path on
how to achieve it. Furthermore, due to our large underrepresented population, assessment
can be a road block due to a number of socio-economic issues our students face. The
Assessment Faculty Coordinator can begin re-framing why assessments are necessary
and break down the stereotype threat our students face when assessing.
2) Follow-Up 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. For example, in 2013-2014 there were 2488 (13.2% of Chabot College
students) placed on a probationary or dismissal status. In 2014-15 2671 (14.1%) of
students were placed on Probation. Unfortunately, 183 more students fell into a
probationary or dismissal status. Without the support of a Full-Time Follow Up
Counselor to lead the efforts we may continue to see this number rise. Unfortunately,
students who fall into probation are less likely to be successful. Additionally in Fall 2016
students on Probation 2 will lose their BOG and we know this will result in a decrease an
enrollment and attendance. Furthermore, due to SSSP requirements, after two consecutive
semesters of probation students will lose their priority registration. Unfortunately for
many students who lose the priority registration status, it is even more challenging to
obtain the classes necessary to overcome their probationary status. Without a full-time
Follow Up Counselor to provide a comprehensive review of our current systems, provide
recommendations, and implement new procedures we will continue to face these
hardships that will impact our retention rates. Additionally, this faculty member can setup
systems to reach out to our other At-Risk Target populations which include undeclared
and Basic Skills students. For example, a new faculty can work closely with IR to receive
reports of our undeclared and Basic Skills students and provide a focused in-reach to
serve these students and refer and/or counsel students on their educational goals.
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.
N/A
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
N/A
Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
 Tier 1: outside mandates (e.g. to ensure the licensure of the program.)


Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
Tier 1: SSSP mandates – how is counseling meeting SSSP mandates
Assessment Coordinator-Faculty
Assessment is a Core Service from SSSP and for the past two years are
assessment numbers have continued to increase. In order to continue receiving
appropriate funding from SSSP, we will need to continue with the demand of
the increased needs. With a 28% increase in Assessment over the last two years
and the Common Assessment Initiative Rollout-we are only expecting these
numbers to rise and foresee many new issues arising when a new program is set
to begin. Again, as a Core Service we need to ensure an efficient and effective
transition and have a full time faculty available to tackle challenges that we
know will arise. Failure to do so can result in less SSSP funding.
Follow-Up Counselor
Unfortunately we are seeing the numbers in Probation to rise. For example, in 20132014 there were 2488 (13.2% of Chabot College students) placed on a probationary or
dismissal status. In 2014-15 2671 (14.1%) of students were placed on Probation.
Unfortunately, 183 more students fell into a probationary or dismissal status. With this
increase we can see a possible result in less SSSP. Additionally, we need the support to
support other At-Risk students and with .24 FTE assignment, we do not have the
capacity to meet the demand of the At-Risk population.
SSSP is a state mandated program providing funding to Chabot College to
ensure the completion of Core and Follow Up Services.
Tier 2:
Importance of Assessment Coordinator-Faculty - Currently the Assessment
Specialist is working to prepare for the integration of the Common Assessment
Initiative to meet the Fall 2016 deadline. There has been many gaps in this
preparation because she has not been able to attend any trainings related to the
Common Assessment Initiative. Without that information, the Assessment
Center is unable to connect with instructional faculty to fully discuss issues
related to the Common Assessment. An Faculty Counselor/Assessment
Coordinator will serve as a link between Faculty and the Assessment Center in
preparing for the Common Assessment Initiative.
Follow-Up Counselor is needed to address the gaps that currently exist. Support
At-Risk and Probation students. We do not have enough Counselors to see all
the students so we need to create an approve that will help Probation students
learn more about how it is detrimental to their educational goal. This Follow-Up
Counselor will help move awareness and provide support to this population.
Tier 3:
Follow-Up Counselor-Unfortunately, over 1000 students are placed on
Academic Probation 1 annually and we do not have enough Counseling hours to
address all these students without providing other vital services such as Student
Educational Planning and
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.
NA
Criteria 7.
CTE Program Impact.
NA
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate
# Awarded
2012-2012
AA requirement
N/A
GE transfer requirement
N/A
N/A
2012-2013
2013-2014
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.
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.
Follow up Counselor – this position will provide instructional faculty a point
of contact for matters related to academic probation, basic skills and
undecided students.
Early Alert – instructional faculty will more likely use the Early Alert system
when the process is supported and seamless.
The above items will provide well-rounded support to all students on campus
and avoid stigmas related to probation and basic skills.
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.
Assessment and Follow up Services are evolving areas of SSSP and it is essential
to have full time faculty counselors in these areas. Part time counselors support
areas such as providing SEPs and Online Orientation but Assessment and Follow
up Services coordination needs to be met with full time faculty counselors.
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:
☐
6 hours of Probation Assign
time (unless new Follow Up
Coordinator is hired)
X Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
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):
7
☐
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)
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 students assistants and peer advisers.
We have great team of student assistants and peers advisers who are well trained and certified and the
next step is to coordinator 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?
SAO#4: Student Assistants and Peer Advisers are a great resource and cost effective.
SAO#1 and SOA#2: Student Assistants and Peers advisers play a central role in preparing PSCN 25 which
increases the number of SEPA. They also work to ensure materials are readily available.
At the SOS and transfer center, student assistants support the increase number of students who
complete online orientation and assessment.
Peer Advisers have also contributed to the enhancement of the PSCN 25 presentation.
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)
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)
30
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:
Paper materials for PSCN 25 and SEPAs and Academic Probation workshops
Mailing and Postage to send out Academic Probation 1, 2 and Academic and Progress Dismissal
letters.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area
outcomes (SAO’s) support this request?
PSCN 25s and paper materials are central in maintaining and increasing the number of SEPAs.
Outreach to students on academic probation occurs in many ways but mailing and postage are
important for initial outreach. This is often the first step in follow up services.
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.
☐
X SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
31
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:
SSSP Directors Training in the Fall
SSSP Director follow up training in the Spring
Common Assessment Initiative Training
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area
outcomes (SAO’s) support these requests?
The annual SSSP report is an evolving document and is likely to experience changes and enhancement
each year. It is important that those writing the SSSP report attend both SSSP Directors Training to get
the latest information related to SSSP. This will serve in all Service Area Outcomes.
The Common Assessment is scheduled for Fall 2016 for the Spring 2017 admits. At this time, our
Assessment Center is not prepare for this transition and lack the information to create a structure for
this transition. At the minimum, the Assessment Specialist should attend any trainings related to the
Common Assessment Initiative. The most immediate training is this Fall in Burlingame.
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.
☐
X TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
32
33
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:
Microsoft surface pro have been ordered for PSCN 25 sessions. Students could use the surface pros
to explore websites and resources during PSCN 25 and created electronic SEPAs.
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.
☐
X 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.
34
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): Secure Microsoft Surface Pros to Room 758
Building/Location:
Type of Request
___ Space Need
___ Small Repair
___ Large Repair
___ Building Concern
___ Larger Facility Need
__X_ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
If PSCN 25 are going to utilize Microsoft surface pros in schedule planning in room 758, there needs to be a
system in place to permanently secure each of the Microsoft surface pros to the room. Room 758 will be
converted into a computer lab/meeting room. This requires significant planning and changes to the room.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
PSCN 25 are mostly held in Room 758. By converting room 758 to a computer lab/meeting room with
Microsoft surface pros, students will be able to access electronic resources and student education plans.
When registration is available to students, PSCN 25 attendees will be able to register for class at the time of
PSCN 25.
Briefly describe how your request supports the Strategic Plan Goal?
If students are able to register for classes during PSCN 25, student are more likely to register for classes
that support their goals.
35