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.
2011-12
2011-12
2012-13
2012-13
Category*
Budget
Budget
Budget
Budget
Requested
Received
Requested
Received
Classified Staffing (# of positions)
0
0
0
0
Supplies & Services
$1000
0
$1000
0
Technology/Equipment
0
0
0
0
Other*
$21,900
0
$21,900
0
TOTAL
$22,900
0
$22.900
0
 NO FUNDING WAS RECEIVED FROM THE COLLEGE. ALL FUNDING WAS FROM GRANTS.
Funds received itemized in statements below.
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
See attached report.
2. What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
See attached report.
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Business Education Seminar:
1) How much was spent? $500
2) How has your investment of the budget monies you did receive improved student learning? When you
requested the funding, you provided a rationale. In this section, assess if the anticipated positive impacts
you projected have, in fact, been realized.
Business Education Seminars help student success and promote awareness and access for the students.
This two days seminar is offered during the fall term. It helps students to identify and provides information
on variety of career paths. It also increases familiarity of Chabot and its programs throughout the
community. The objectives is to increase the number of students working toward new certificates and
degrees offered by the Business department. Students were also benefit from the attended counselors for
degree and transfer information.
3) What has been the impact of not receiving some of your requested funding? How has student learning
been impacted, or safety compromised, or enrollment or retention negatively impacted?
It is up most important to receive funding for this event. Business Education Seminars started few years
ago; it is so successful that it had become an annual event. It provides opportunity for all Business faculty
and students come together to meet, engage, learn, and have some fun.
Business Advisory Board:
1) How much was spent? $600
2) How has your investment of the budget monies you did receive improved student learning? When you
requested the funding, you provided a rationale. In this section, assess if the anticipated positive impacts
you projected have, in fact, been realized.
The Business Advisory Board is a mandated activity. However, the Business Division received no college
funding for this activity. See:
PART B—STATE PROVISIONS
SEC. 121. STATE ADMINISTRATION
‘‘(8) describes how the eligible agency will annually evaluate the effectiveness of such career and
technical education programs, and describe, to the extent practicable, how the eligible agency is
coordinating such programs to ensure non-duplication with other Federal programs;
California State Plan:
Have extensive business and industry involvement, as evidenced by not less than one annual business
and industry advisory committee meeting and planned business and industry involvement in program
activities as described in the Guidelines (Reference: Requirements of Local Educational Agency CTE
Programs Assisted with Section 131 and 132 Funds, Page 223
The meeting is held annually to review our certificate programs and courses. The advice of the Board
has helped us update our certificate programs to meet the current job needs within our community.
Members of the Business Advisory Board have become mentors to our students under the DECA
program and lend their real world business experience, provide mentorships and jobs to students of the
college.
3) What has been the impact of not receiving some of your requested funding? How has student learning
been impacted, or safety compromised, or enrollment or retention negatively impacted?
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If this funding is not received, we will not meet our mandate. Mentorship programs have not received
funding and the costs are born by the instructor leading this effort.
DECA Activities
1) How much was spent? $1700
2) How has your investment of the budget monies you did receive improved student learning? When you
requested the funding, you provided a rationale. In this section, assess if the anticipated positive impacts
you projected have, in fact, been realized.
All of the funding received for the conference was used to create a two day seminar to teach college and
high school students how to handle real life business problems. This reinforces classroom learning and
lends to our mission to interface with high schools through student participation and community business
members who act as judges and mentors during the activities.
3) What has been the impact of not receiving some of your requested funding? How has student learning
been impacted, or safety compromised, or enrollment or retention negatively impacted?
We only received funding for the actual costs of the event. All other costs have been born by the
instructor who received no compensation for approximate 10 hours per week required to develop and
maintain the DECA program.
Business Student Awards Ceremony
1) How much was spent?
$900
2) How has your investment of the budget monies you did receive improved student learning? When you
requested the funding, you provided a rationale. In this section, assess if the anticipated positive impacts
you projected have, in fact, been realized.
The stated objective was to “increase the number of certificates offered by the Business Department.”
The expected outcome was to “increase student and community awareness of various educational paths
in Business education, including certificates, two-year degrees, and transfer.” Outstanding achievement
awards were given for each area of emphasis (i.e., accounting, marketing, small business management,
retail management, Health Care Management, Human Resource Management), individual courses, public
service, DECA, and some individual core courses. Students and their guests attended. Since all business
majors and key courses were presented, including criteria for exceptional performance, students were
able to understand their major and extracurricular options, clarify their goals, and understand
performance standards. Members of the community were also exposed to our course and extracurricular
offerings, promoting a stronger connection between the courses we teach, student outcomes, and
benefits to the community.
3) What has been the impact of not receiving some of your requested funding? How has student learning
been impacted, or safety compromised, or enrollment or retention negatively impacted?
N/A
TACTYC Accounting Conference:
1) How much was spent? $5,100.
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2) How has your investment of the budget monies you did receive improved student learning? When you
requested the funding, you provided a rationale. In this section, assess if the anticipated positive impacts
you projected have, in fact, been realized.
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Accounting courses have been reviewed, updated and streamlined by all four accounting faculty
members. Course content components and grade composition have been revised to ensure that
students are offered the course content in a robust manner which not only teaches the course
content but also requires students to apply critical thinking, communication and analytical skills.
Bus 1A (Financial Accounting) and Bus 2 (Intermediate Accounting) courses have been updated
to include IFRS. Discussion of differences, similarities and convergence (GAAP and IFRS) are
now a part of the course as this development is taking place in the industry.
To improve the course retention faculty has decided to spend more time on the first three
chapters (Accounting Cycle). To do so an accounting cycle project has been added to the course.
Several community colleges offer Accounting Cycle as a standalone one unit course to improve
student success in Financial Accounting courses. Due to budget limitations, we are not able to
add another course but will be adding a lab to our existing Financial Accounting course effective
FL14. This will allow us to cover the additional content (IFRS & GAAP, accounting cycle project)
and increase students’ accessibility to instructor during class.
We are also making sure that we have good tutors and learning assistants on campus. Every
semester accounting faculty nominates, interviews, selects and supports learning assistants and
tutors to ensure we have well staffed and qualified pool.
Study group model is being tested currently for accounting students. College as a whole and
some instructors are individually setting up study groups which allows students to drop in and
work in a group.
3) What has been the impact of not receiving some of your requested funding? How has student learning
been impacted, or safety compromised, or enrollment or retention negatively impacted?
Accounting faculty was able to get the funding and our goal of reviewing and revising the courses for the
time being has been achieved. Since courses need to be constantly updated, reviewed and improved
therefore we would like to continue educating ourselves and improving our offerings. We do take
advantage of free continuing education opportunities by attending local seminars and inviting publishers
to college but at the same time we do need an exposure to practices by more than local institutions.
College Hour speaker series and Synchronous Online Pilot 1) How much was spent? Unfunded
Requests for the College Hour speaker series and the Synchronous Online pilot. Neither could be funded
within the allocation we were provided, as the discipline viewed them as lower priorities.
The College Hour speaker series had two goals: to provide business role models for our students of color
(Latinos are underrepresented in our major, and African-Americans have dismal success rates) and to
help build community among business students. We obviously made no progress on either of those
goals.
The Synchronous Online pilot was aimed at improving the unacceptable retention and success rates in
our online classes. We don't know if it would have worked, but it was worth a test.
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