Chabot College
Academic Program Review Report
Year Three of
Program Review Cycle
Final Summary Report
Mass Communications, Journalism
Submitted on 3/4/2013
Larry R. Leach, Mass Communications Faculty
Final Forms, 1/18/13
Table of Contents
Section A: What Have We Accomplished? ................................ 1
Section B: What’s Next? ........................................................... 2
Required Appendices:
A: Budget History .........................................................................................3
B1: Course Learning Outcomes Assessment Schedule .................................4
B2: “Closing the Loop” Assessment Reflections ..........................................5
C: Program Learning Outcomes....................................................................9
D: A Few Questions ...................................................................................11
E: New Initiatives ......................................................................................12
F1: New Faculty Requests ..........................................................................13
F2: Classified Staffing Requests ..................................................................14
F3: FTEF Requests ......................................................................................15
F4: Academic Learning Support Requests .................................................16
F5: Supplies and Services Requests ............................................................17
F6: Conference/Travel Requests ................................................................18
F7: Technology and Other Equipment Requests ........................................19
F8: Facilities Requests ................................................................................20
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), 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/Data2012.cfm.
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 by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:



What program improvement goals did you establish?
 The goals set for the program during the first year of the cycle included
development and updating of SLO’s for each of the courses in the program.
Update of course outlines as needed to remain in compliance with course
outline update cycle. Build awareness of program and conduct high school
outreach to local schools. Develop curriculum for the journalism program to
incorporate new and online media elements.
Did you achieve the goals you established for the three years? Specifically describe
your progress on goals you set for student learning, program learning, and Strategic
Plan achievement.
 The SLO’s have been updated for the entire Mass Comm dept. The student
newspaper has developed a strong online presence that incorporates new media
elements. The completion of the above two items has helped to adjust the
course content to achieve the identified SLO’s and also add needed skills for
students pursuing a major or career in Journalism. High school outreach efforts
have been made, the outcome is not yet at the level of success hoped for but
continued efforts are being made.
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.
 Some of the practiced that have been utilized in the course to help students
improve their work within the discipline are group activities in the courses that
focus on understanding of concepts and principles covered during lecture,
assignments that require students to utilize and apply the skills that are
developed during the course of lecture and lab in the course. Additional
activities are being incorporated into the course that require students to
research careers and companies in the Mass Media industry in order to gain
knowledge of career opportunities available to them. Additionally, regular
assessments of course content are conducted to encourage active engagement
and review of course material outside of class meeting times.




Are these best practices replicable in other disciplines or areas?
 Yes, other disciplines would be able to incorporate these same types of practices
in order to adjust the curricular or pedagogical approach to their courses.
What were your greatest challenges?
 The challenges that I have experienced in my courses ideal mainly with the
preparation levels of students who are entering the courses. Often incentives are
used to encourage students to take advantage of campus resources available to
help them improve. Additional challenges that have been faced are upgrading of
department facilities and recruitment efforts around campus.
Were there institutional barriers to success?
 The institution offers adequate resources for student to deal with elements of
the course that they find challenging. However, students don’t always take
advantage of these resources in order to improve their performance.
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
B. 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 Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.




What goals do you have for future program improvement?
o Continued adjustments to course content in order to maximize the student’s skill
set upon completion of the course. Continued outreach to local high schools as
well as media companies to recruit students and also bring professionals as guest
speakers to campus. Continued improvement of department facilities to provide
current industry standard resources.
What ideas do you have to achieve those goals?
o Review course-learning outcomes, identifying applicable course content to
improve student skills, developing school and professional contacts to build
relationships for outreach efforts.
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
o No response available at this time
What recommendations do you have to improve the Program Review process?
o No response available at this time
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2011-12
Budget
Requested
2011-12
Budget
Received
2012-13
Budget
Requested
120,500
2012-13
Budget
Received
120,500
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.
The equipment that was obtained with the budget monies ahs proven to be effective thus far. Students
have an opportunity to use functional equipment that integrates well with all of the other equipment in
the TV studio. The concepts and production elements covered during lecture including camera function,
studio personnel, control room operation, studio floor practices and more are all executable using the
new equipment without unreasonable downtime due to equipment and technical problems that
occurred frequently with the out dated equipment that was replaced. The new equipment has also
greatly improved the safety of the studio environment with properly functioning equipment.
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?
The requested funding for Journalism & TV for 2012-2013 was received in full allowing all of the
proposed improvements to the learning environment and studio safety to be implemented.
Appendix B1: Course Learning Outcomes Assessment Schedule
All courses must be assessed at least once every three years. Please complete this chart that
defines your assessment schedule.
ASSESSMENT SCHEDULE:
*(Need to Place MCOM 41)
Spring
2013
Fall
Spring
2014
2013
Fall
Spring
2015
2014
2015
Courses:
Group 1:
Full
Assmt
Discuss
results
Report
Results
Full Assmt
Discuss
results &
report
MCOM 40
MCOM 41
MCOM 42
Group 2:
MCOM 20
MCOM 21
MCOM 22
MCOM 23
MCOM 24
MCOM 26
MCOM 43
MCOM 44
MCOM 50
Group 3:
MCOM 60
MCOM 61
*MCOM 62
MCOM 58
MCOM 59
*If Offered
Group 4:
MCOM 68
MCOM 69
Full Assmt
Fall
Discuss
results
Report
Results
Full Assmt
Discuss
results &
report
Spring
2016
Fall
2016
Spring
2017
Appendix B2: “Closing the Loop” Assessment Reflections
Course
MCOM 1
Semester assessment data gathered
Fall 2011
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Fall 2012
Faculty members involved in “Closing the Loop” discussion
Larry Leach
Course-Level Outcome (CLO) 1:
Outcome:
Given a list of traditional news values (timeliness, conflict/action, consequence, proximity,
sex/humor, human interest, novelty/uniqueness, prominence, demographics) students shall create
a list of 18 potential news stories for the college and community, listing two possible stories per
news value category, to be presented orally for discussion
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75% of the class scoring a 3 or 4 for the first CLO would indicate success in the context of the course.
How do your current scores match with your above definition of success?
90% of the class was able to achieve 3 or 4 when attempting to list news stories related to the
traditional news values.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Based on the results of this assessment, a majority of the students showed understanding of the
different types of news stories and were able to provide examples of topics that would fit each
category.
What course-level and programmatic strengths have the assessment reflections revealed?
The indicates that the exercises used in class and the methods of instruction used were able to
achieve success for the above listed CLO
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The curriculum used to achieve success for CLO 1 appears to be satisfactory for instructional use for
this course. Adding more exercises throughout the semester that require students to identify
specific category topics may increase the level of 4 scores achieved during the assessment.
Course-Level Outcome (CLO) 2:
Outcome:
Students will be able to identify, explain and provide an example of the traditional elements/values
of news judgment
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75% of the class scoring a 3 or 4 for the second CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
The assessment showed that 81% of the students were able to achieve a score of 3 or 4 for this CLO.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
The data shows that students were not quite as strong at recalling the categories of news
production as they were at identify examples of each category when the category is provided to
them.
What course-level and programmatic strengths have the assessment reflections revealed?
Although students were not quite as strong at identifying categories, the percentage of
achievement still indicates that the curriculum used was developed well enough that most students
were successful when assessed.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
To improve the level of success or to increase the performance of those who scored lower than 3 or
4. More exercises that require the recollection of or review of news categories can be used during
the course of instruction to increase retention.
Course-Level Outcome (CLO) 3:
Outcome:
Students will be able to evaluate a list of 10 news story facts and write an appropriate lead
sentence within 30 minutes incorporating the 5 W's of Journalism
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75% of the class scoring a 3 or 4 for the first CLO would indicate success in the context of the course.
How do your current scores match with your above definition of success?
The assessment showed that 77% of the students were able to achieve a score of 3 or 4 for this CLO.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
There was an emphasis on lead writing during the course of the semester and regular in class
exercises that required students to understand what a lead was and how to write one. This helped
many to do well but should be incorporated more to improve success
What course-level and programmatic strengths have the assessment reflections revealed?
The use of technology in order to create real world simulations of a newswriting task in a controlled
classroom environment has allowed the students in the course to gain understanding of and the
ability to develop satisfactory news leads under deadline.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
In order to maintain success in this CLO the current instructional methods will continue to be used
during the course of the semester along with periodic assessments to adjust for different learning
styles.
Course-Level Outcome (CLO) 4:
Outcome:
Students will be able to show understanding of basic AP writing style including (punctuation,
abbreviations, job titles, states, numerals, percentages, dates, capitals, proper names, etc)
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75% of the class scoring a 3 or 4 for the second CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
The assessment showed that 77% of the students were able to achieve a score of 3 or 4 for this CLO.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Although AP style was covered regularly and the success rate was achieved, more in class exercises
and variety in the method of presentation would likely increase the success rate in future course
offerings.
What course-level and programmatic strengths have the assessment reflections revealed?
Incorporation of regular style quizzes in the curriculum was effective, the use of technology in the
classroom allowed students to have in class practice concepts taught during instruction.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
More in class exercises and variety in the method of presentation would likely increase the success
rate in future course offerings.
Course
MCOM 3
Semester assessment data gathered
Fall 2010
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Fall 2012
Faculty members involved in “Closing the Loop” discussion
Larry Leach
Course-Level Outcome (CLO) 1:
Outcome:
Students will write compelling long form features for magazines and newspapers
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
68% of the students were able to achieve a score of 3 or 4 in the CLO indicated above. Showing that
overall the class performed slightly under what would have been considered successful.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
The course as a whole achieved slightly under what would be considered success based on the
percentage of students who were able to achieve a score of 3 or 4 on the CLO’s, this indicates that
the material and exercises presented during instruction provided a majority of the students with
information to understand and successfully complete the tasks and assignments given to them
throughout the course.
What course-level and programmatic strengths have the assessment reflections revealed?
The success of most students show that the selection of content and method of instruction are
clear and able to understood by the diverse group of students and learning styles that exist in the
classroom. Although some students were not successful with the CLO’s, the majority of them were
still able to achieve the 3 or 4 showing they were able to complete the assigned work.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
In order to achieve greater success in the future, additional assessments may be done during the
course of the semester in order to better determine additional curriculum that can be added to
improve the performance of the underperforming students.
Course-Level Outcome (CLO) 2:
Outcome:
Students will be able to identify and describe the different types of feature stories.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
78% of the students were able to achieve a score of 3 or 4 in the CLO indicated above. Showing that
overall the class performed above what would have been considered successful.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
The students in this courses that were assessed were able to understand the content of the course
and types of assignments required a better than they were able to perform the expected tasks. This
may be indicative of a lack of writing experience prior to taking on the writing tasks for this course.
What course-level and programmatic strengths have the assessment reflections revealed?
The assessment revealed that students were provided with a variety of content and instruction that
they were able to retain. Indicating that the content and instruction was presented in a clear and
understandable manner.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
In order to achieve greater success in the future, additional assessments may be done during the
course in order to better determine additional curriculum, content, or instructional methods that
can be added to improve the performance of the underperforming students.
Course-Level Outcome (CLO) 3:
Outcome:
Students will be able to show understanding of basic AP writing style
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
58% of the students were able to achieve a score of 3 or 4 in the CLO indicated above. Showing that
overall the class performed under what would have been considered successful.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
There should have been more of an emphasis on AP style during the course to give students a better
understanding of what it is and it’s importance in newspaper and feature article writing.
What course-level and programmatic strengths have the assessment reflections revealed?
This assessment for AP style shows a deficiency in the method of instruction for AP Style and it’s use
in feature writing.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
In order to achieve greater success in the future, additional assessments may be done during the
course to survey awareness and knowledge of AP style in order to improve students use of it in
future courses.
Course
MCOM 14
Semester assessment data gathered
Fall 2011
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Fall 2012
Faculty members involved in “Closing the Loop” discussion
Larry Leach
Course-Level Outcome (CLO) 1:
Outcome:
Students will develop a portfolio of weekly photo or story contributions for the school newspaper
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
80% of the class was able to achieve 3 or 4 when attempting to develop a portfolio of weekly photo
or story contributions for the school newspaper
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Overall, students in the MCOM 14 class were able to successfully develop written and photographic
content to be published for the school newspaper.
What course-level and programmatic strengths have the assessment reflections revealed?
The use of technology has allowed students to diversify their media content development to include
online platforms as well as audio/video elements to go with their writing and photography.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
To continue incorporating the awareness of change in journalism and media in order to continue
preparing students possible opportunities in the field upon completion.
Course-Level Outcome (CLO) 2:
Outcome:
Students will be able to create & identify different journalistic media formats
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
80% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
90% of the class was able to achieve 3 or 4 when attempting to create & identify different
journalistic media formats
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
The coverage of and review of the different media formats used in journalism was effective in
increasing student’s awareness of and use of them.
What course-level and programmatic strengths have the assessment reflections revealed?
The ability to teach students about changing media formats and having the technology to give them
a hands on experience in using the formats is a strength of the course and program.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
To make sure that the tools student’s need are available to continue creating and working with
relevant journalistic media formats as they evolve.
Course
MCOM 15
Semester assessment data gathered
Fall 2011
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Fall 2012
Faculty members involved in “Closing the Loop” discussion
Larry Leach
Course-Level Outcome (CLO) 1:
Outcome:
All students will show knowledge of basic newspaper layout and design by developing pages for
the school newspaper
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
76% of the class was able to achieve 3 or 4 when attempting to show knowledge of basic newspaper
layout and design by developing pages for the school newspaper
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
The basic layout and design of news pages can be a challenging task. Although the success rate was
slightly above the indicated success score. Those who did not reach a 3 or 4 likely did not have
enough repetition to learn the technical functions of the software.
What course-level and programmatic strengths have the assessment reflections revealed?
Having the to tools to allow students to learn is a major factor in being able to achieve the desired
success levels for this CLO
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continued exercises in page layout and design, with addition curriculum that expands the layout
and design concepts to include the changing design landscape of journalism and media
organizations.
Course-Level Outcome (CLO) 2:
Outcome:
Students will demonstrate leadership and decision-making and skills for a designated part of the
school newspaper.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
71% of the class was able to achieve 3 or 4 when attempting to demonstrate leadership and
decision-making and skills for a designated part of the school newspaper
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Performing leadership duty in an environment of peers can be challenging, especially in an
educational environment. Class discussions focused around leadership qualities provided insight for
students to develop their decision making skills
What course-level and programmatic strengths have the assessment reflections revealed?
The structure of the course, which allows students to make decisions about the development and
direction of the campus newspaper have provided a strong environment to cultivate decision
making opportunities for the student leaders.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continued development of decision making opportunities to allow students a chance to deal with a
variety of situations that require critical thinking and problem solving.
Course-Level Outcome (CLO) 3:
Outcome:
Students will develop a portfolio of work representing their editorial and publication leadership
experience
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
80% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
71% of the class was able to achieve 3 or 4 when attempting to develop a portfolio of work
representing their editorial and publication leadership experience.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
The results of this assessment fell short of the expected level of success. As a performance based
class all students should retain copies of their work in order to gauge the level of improvement and
quality of work completed throughout the course.
What course-level and programmatic strengths have the assessment reflections revealed?
The concept of a portfolio is a strong element for the course due to performance expectations of
students. The assessment has shown that the emphasis on the importance of the portfolio should
be stronger in order to achieve the desired success rate.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
In order to increase the development of semester portfolios there will be more pre planned
instructor reviews of the portfolio during the course of the semester. Students will also be required
to keep a log of work completed in order to ensure portfolio contains appropriate content.
Course
MCOM 40
Semester assessment data gathered
Spring 2011
Number of sections offered in the semester
2
Number of sections assessed
2
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Fall 2012
Faculty members involved in “Closing the Loop” discussion
Larry Leach
Course-Level Outcome (CLO) 1:
Outcome:
Student will able to describe/explain major radio and TV careers and their hierarchy
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
The current scores were just below the indicated level of success
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
The variety of TV radio careers and the hierarchy may not be covered in depth as needed to
strengthen understanding of them.
What course-level and programmatic strengths have the assessment reflections revealed?
The resources available to the program/course are strong in allowing students to gain insight into
the different roles/careers available in Radio/TV
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
More in depth discussion of Radio/TV careers and during the course of the semester in order to
increase understanding and ability to describe/explain their roles.
Course-Level Outcome (CLO) 2:
Outcome:
Students will be able to identify 6 different electronic media formats in society and provide a
specific example/job for each
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
The current scores were just below the indicated level of success
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
More balanced discussion about the different electronic media formats may help to increase
student ability to identify them
What course-level and programmatic strengths have the assessment reflections revealed?
Access to the different electronic media formats on campus helps students to become more familiar
with them once covered during the course.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Increase the amount of and balance of discussion about the different electronic media formats
Course-Level Outcome (CLO) 3:
Outcome:
Students will be able to define the purpose of the FCC and discuss its role/purpose
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
The current scores were just below the indicated level of success
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Instructional review of the FCC role and/or purpose in regards to the FCC may need to be increased
and more in depth to build greater understanding of the regulatory organization.
What course-level and programmatic strengths have the assessment reflections revealed?
Course resources and program resources allow students opportunities to learn more about the FCC
and also have hands on experience with broadcast situations overseen by the FCC
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
More discussion and assessments throughout the duration of the course can be used to identify
challenges students may be having with understanding the purpose of the FCC in electronic media
Course-Level Outcome (CLO) 4:
Outcome:
Students will show understanding of electronic media forms as a means of communication, their
impact on society and the impact convergence has had
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
The current scores were just below the indicated level of success
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students are not showing desired understanding of the impact of electronic media on society or the
scope of change that has taken place due to the increased convergence in media.
What course-level and programmatic strengths have the assessment reflections revealed?
Some students who are actively engaged in the instructional process are able to gain a better
understanding of the media changes that are taking place and how they are impacting society
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
More exercises and activities that require students to explore convergence in their lives or reflect on
how electronic media has affected them as they have consumed it.
Course
MCOM 41
Semester assessment data gathered
Fall 2011
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Fall 2012
Faculty members involved in “Closing the Loop” discussion
Larry Leach
Course-Level Outcome (CLO) 1:
Outcome:
Students will be able to describe/explain major careers in Mass Communications
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
76% of the class was able to achieve 3 or 4 when attempting to describe/explain major careers in
Mass Communications
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
More exercises, discussion and examples of media careers would help increase awareness of the
variety of careers and their duties
What course-level and programmatic strengths have the assessment reflections revealed?
The department provides instruction that leads to a strong understanding of the media careers
presented during the course of the semester.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Incorporating more variety of media careers and activities/exercises that give insight into the
working environment of media professionals.
Course-Level Outcome (CLO) 2:
Outcome:
Students will be able to identify the five clauses of the first amendment and summarize the
purpose of each
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
73% of the class was able to achieve 3 or 4 when attempting to identify the five clauses of the first
amendment and summarize the purpose of each
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Understanding of the five clauses is largely due to the repetition used throughout the semester
requiring students to be able to recall and understand the purpose of the clauses
What course-level and programmatic strengths have the assessment reflections revealed?
Using technology, a variety of instructional methods and in class exercises help students to achieve
success in retaining knowledge of course content
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continued use of instructional tools that help students to achieve success in the CLO’s
Course-Level Outcome (CLO) 3:
Outcome:
Students will be able to identify the 8 forms of Mass Media in society and give a specific distributed
example of each.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
75% of the class was able to achieve 3 or 4 when attempting to identify the 8 forms of Mass Media
in society and give a specific distributed example of each
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
The instructional methods and exercises used to help students learn and retain the forms of mass
media in society are effective.
What course-level and programmatic strengths have the assessment reflections revealed?
The instructional material is strong and relevant to help most students achieve success identify the
forms of mass media.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continue to maintain current information, use relevant examples and incorporate in class exercises
for students based on the current media landscape.
Course-Level Outcome (CLO) 4:
Outcome:
Students will be able to define media convergence, give multiple examples and explain it's impact
on society and media careers
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
72% of the class was able to achieve 3 or 4 when attempting to identify the 8 forms of Mass Media
in society and give a specific distributed example of each
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Increasing the amount of discussion about convergence and the use of more current examples will
help more students to understand based on their own media experiences.
What course-level and programmatic strengths have the assessment reflections revealed?
The course focuses on keeping up to date with media changes and incorporating those changes into
the curriculum to keep students current.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continuing to stay up to date on media changes in order to keep course content fresh and relevant.
Course
MCOM 60
Semester assessment data gathered
Spring 2012
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
1
Semester held “Closing the Loop” discussion
Fall 2012
Faculty members involved in “Closing the Loop” discussion
Larry Leach
Course-Level Outcome (CLO) 1:
Outcome:
Perform job duties operating all types of standard television studio and control room equipment,
including recording and play back of both audio and video devices
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
80% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
The current scores exceed the level indicated for success in this CLO
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students who are willing to participate in the hands on aspect of the TV production course are likely
to achieve greater success
What course-level and programmatic strengths have the assessment reflections revealed?
The strength of the program is access to quality equipment in order to prepare students for careers
in broadcast media
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continue to provide assignments that require use of skills and concepts taught during the courses.
Course-Level Outcome (CLO) 2:
Outcome:
Students will understand the components and operation of a production television studio
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
The current scores exceed the level indicated for success in this CLO
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students who have access to and are able to utilize the components needed to operate a
production television studio are likely to achieve greater success.
What course-level and programmatic strengths have the assessment reflections revealed?
The strength of the program is access to quality equipment in order to help students gain better
understanding of their purpose and function.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continue to provide students with a variety of studio tasks that require use of all of the studio
equipment available to increase understanding.
Course-Level Outcome (CLO) 3:
Outcome:
Students will show understanding of TV studio and production terminology
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
The current scores exceed the level indicated for success in this CLO
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Increased practice and exercises using studio/production terminology in a production environment
will increase the understanding of its use.
What course-level and programmatic strengths have the assessment reflections revealed?
Students greatly benefit from the production environment that is available to students in the course
and program
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Require a broad variety of assignments requiring students to learn the terminology for various
positions and equipment
Course-Level Outcome (CLO) 4:
Outcome:
Students will be able to identify, explain and demonstrate the duties of specific jobs in a television
studio
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
The current scores exceed the level indicated for success in this CLO
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Increased rotation of assignments requiring students to become more familiar with the different
roles in the production studio will continue to increase the success rate further.
What course-level and programmatic strengths have the assessment reflections revealed?
Students greatly benefit from the production environment that is available to students in the course
and program.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Require a more rotation of assignments requiring students to learn the role and purpose of different
positions in the studio
Course
MCOM 61
Semester assessment data gathered
Spring 2012
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Fall 2012
Faculty members involved in “Closing the Loop” discussion
Larry Leach
Course-Level Outcome (CLO) 1:
Outcome:
Perform job duties operating all types of standard television studio and control room equipment,
including recording and play back of both audio and video devices.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
80% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
The current scores exceed the level indicated for success in this CLO
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students who are willing to participate in the hands on aspect of the TV production course are likely
to achieve greater success
What course-level and programmatic strengths have the assessment reflections revealed?
The strength of the program is access to quality equipment in order to prepare students for careers
in broadcast media
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continue to provide assignments that require use of skills and concepts taught during the courses.
Course-Level Outcome (CLO) 2:
Outcome:
Students will understand the components and operation of a production television studio
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
The current scores match the level indicated for success in this CLO
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students who have access to and are able to utilize the components needed to operate a
production television studio are likely to achieve greater success.
What course-level and programmatic strengths have the assessment reflections revealed?
The strength of the program is access to quality equipment in order to help students gain better
understanding of their purpose and function.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continue to provide students with a variety of studio tasks that require use of all of the studio
equipment available to increase understanding.
Course-Level Outcome (CLO) 3:
Outcome:
Students will show understanding of TV studio and production terminology
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
The current scores match the level indicated for success in this CLO
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Increased practice and exercises using studio/production terminology in a production environment
will increase the understanding of its use.
What course-level and programmatic strengths have the assessment reflections revealed?
Students greatly benefit from the production environment that is available to students in the course
and program
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Require a broad variety of assignments requiring students to learn the terminology for various
positions and equipment
Course-Level Outcome (CLO) 4:
Outcome:
Students will be able to identify, explain and demonstrate the duties of specific jobs in a television
studio
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
80% of the class scoring a 3 or 4 in the given CLO would indicate success in the context of the
course.
How do your current scores match with your above definition of success?
The current scores exceed the level indicated for success in this CLO
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Increased rotation of assignments requiring students to become more familiar with the different
roles in the production studio will continue to increase the success rate further.
What course-level and programmatic strengths have the assessment reflections revealed?
Students greatly benefit from the production environment that is available to students in the course
and program.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Require a more rotation of assignments requiring students to learn the role and purpose of different
positions in the studio
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Adjustments made to the courses that had room for improvement on the assessments
included additional activities and exercises to improve student understanding of course
content. Additional review of information or concepts that proved to be more difficult to
comprehend was also considered as a possible adjustment to help students improve on SLO
assesments.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The students who are enrolled in the Mass Communications program and/or courses
benefit greatly from the variety of production environment available to help them gain
skills in the various areas of the discipline.
The ability of students to gain practical hands on experience in an educational
environment with industry standard tools is crucial to their success in upper division
coursework and production as well as career and work environments.
In order to continue providing students with a real world production environment it is
important the tools and resources available to students be up to date and in working
order. Ensuring that the equipment and resources are available to students in a priority
for the department.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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.
Program: Mass Communications (Journalism)
 PLO #1: Students will be able to apply knowledge and understanding of the Internet, including
various databases in order to independently conduct the research they need to produce credible
and well constructed content for publication

PLO #2: Students will gain knowledge of a broad range of equipment, software, trends,
changes and tools needed to be successful in the journalism field

PLO #3: Students gain critical understanding of journalism practices, including facts, standards,
conventions, and principles, including critical understanding of internal and external forces
affecting their operation.

PLO #4: Students will be able to apply the separate skills of a journalist—writing and editing
stories; taking and editing photographs; creating and editing graphics; recording and editing
audio; as well as shooting and editing videos—in order to produce interactive media content.
What questions or investigations arose as a result of these reflections or discussions?
Explain:
The PLOs have not been assessed yet.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
The PLOs have not been assessed yet.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
The PLOs have not been assessed yet.
Program: Mass Communications (TV Broadcasting)
 PLO #1: Understanding and development of the different types of productions created for
television

PLO #2: Use the current technology of television to develop and produce broadcast
content.

PLO #3:
 PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
The PLOs have not been assessed yet.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
The PLOs have not been assessed yet.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
The PLOs have not been assessed yet.
Appendix D: A Few Questions (Re: MCOM Journalism & TV Courses)
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? If no, identify the
course outlines you will update in the next curriculum cycle. Ed Code requires all course
outlines to be updated every six years.
YES - The two courses that had old outlines (MCOM 14/15) have been revised to
develop new courses that are being reviewed during the current review cycle and will show
updated pending approval.
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
No, MCOM 62 & 63 do not show as being offered in the past five years.
However due to changes in repeatability these additional courses will start to be offered
regularly again in order to allow students to have a more comprehensive TV production
experience.
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester.
Yes
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester.
Yes
5. 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.
Yes, however the PLO’s have been revised to align better with their intended purpose
of assessing students skills after completing a sequence of courses. These new PLO’s will be
assessed during the 2013-2014 academic year.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
Yes
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be.
Yes, especially college level English, as good writing and communication skills are key
to being successful in all areas of Mass Communications
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic
Plan. The project will require the support of additional and/or outside funding. The information you
provide will facilitate and focus the research and development process for finding both internal and
external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Activity (brief description)
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
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:
Appendix F1: Full-Time Faculty/Adjunct Staffing 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
and adjuncts
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/Data2012.cfm .
1. Number of new faculty requested in this discipline: ____
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3. Rationale for your proposal. Please use the enrollment management data. Additional data that will
strengthen your rationale include FTES trends over the last 5 years, persistence, FT/PT faculty ratios,
CLO and PLO assessment results and external accreditation demands.
4. Statements about the alignment with the strategic plan and your student learning goals are
required. Indicate here any information from advisory committees or outside accreditation reviews
that is pertinent to the proposal.
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct.
Category 2000]
Audience: Administrators, PRBC
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 justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. 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.
1. Number of positions requested: ______
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3. Rationale for your proposal.
4. Statements about the alignment with the strategic plan and program review are required. Indicate
here any information from advisory committees or outside accreditation reviews that is pertinent to
the proposal.
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
39
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.
1. Number of positions requested: ______
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3.
4.
3. 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.
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
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 both your current and requested budgets for categories 4000 and
5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix M6.
Justify your request and explain in detail any requested funds beyond those you received this year. Please
also look for opportunities to reduce spending, as funds are very limited.
Project or Items
Requested
2012-13 Budget
Requested Received
$
2013-14
Request
$
41
Rationale
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development
Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the name
of the conference and location. Note that the Staff Development Committee currently has no budget, so
this data is primarily intended to identify areas of need that could perhaps be fulfilled on campus, and to
establish a historical record of need. Your rationale should discuss student learning goals and/or connection
to the Strategic Plan goal.
Conference/Training Program
2013-14 Request
$
Rationale
42
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 fill in the following as needed to justify your requests. 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. If requesting multiple pieces of equipment, please
rank order those requests. Include shipping cost and taxes in your request.
Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are less
expensive should be requested as supplies. Software licenses should also be requested as supplies.
Project or Items Requested
2012-13 Budget
Requested Received
$
3 x CARTONI P-20 PEDESTAL (kit)
3 x JVC PROHD CAMERAS
3 x Autocue QTV Teleprompters
Cost to install above items
$31,000
$68,000
$13,000
$8,500
2013-14
Request
$
Rationale*
$31,000
$68,000
$13,000
$8,500
2 x 240 GB HyperX 3K 2.5" (6.35
cm) Solid State Drive
$450
9 x Sony HDR-XR260V High
Definition Handycam Camcorder
(TV Production)
9 x Sunpak 9002TM
Tripod/Monopod with 3-Way
Fluid Effect Head
(TV Production)
3 x Sony ECM-44B Omnidirectional Lavalier
Microphone
(TV Production)
$5500
$700
The additional microphones will enhance the
student’s ability to do a real broadcast style
production with multiple talent and application of
concepts covered for various production positions.
Canon EF 70-200mm f/2.8L IS II
USM Telephoto Zoom Lens
$2200
EF 100-400mm f/4.5-5.6L IS USM
Autofocus Lens
$1500
5 x Canon EOS Rebel T4i Digital
Camera
$3500
This lens will help photo journalism students who
are covering sporting events where action takes
place at a distance from where they are allowed to
photograph from
This lens will help photo journalism students who
are covering sporting events where action takes
place at a distance from where they are allowed to
photograph from
These cameras will allow photojournalism
students to complete the required assignments
and tasks for the course homework and
newspaper production assignments.
$350
43
These drives will allow student production to be
captured digitally by the HD equipment that is
currently in the TV Studio
These cameras will allow students to complete
required outside of class assignments and apply
skills learned during lecture and lab.
These tripods will be used to ensure proper use
and safety of the cameras handycams used by
students
* Rationale should include discussion of impact on student learning, connection to our strategic plan goal,
impact on student enrollment, safety improvements, whether the equipment is new or replacement,
potential ongoing cost savings that the equipment may provide, ongoing costs of equipment maintenance,
associated training costs, and any other relevant information that you believe the Budget Committee
should consider.
44
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities
Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current
needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement needs
on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used
as match if and when the State again funds capital projects, and to fund smaller projects that will directly
assist our strategic goal. The FC has determined that although some of the college's greatest needs
involving new facilities cannot be met with this limited amount of funding, there are many smaller pressing
needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the
"repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities." 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:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing
student learning?
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