Chabot College
Academic Program Review Report
Year One of
Program Review Cycle
Machine Tool Technology
Submitted on April 3, 2013
Ashley Long
Mike Absher
Table of Contents
Section 1: Where We've Been 1
Section 2: Where We Are Now 2
Section 3: The Difference We Hope to Make
3
Required Appendices:
A: Budget History 4
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections 6
C: Program Learning Outcomes
9
D: A Few Questions
12
E: New Initiatives
13
F1: New Faculty Requests
14
F2: Classified Staffing Requests
15
F3: FTEF Requests
16
F4: Academic Learning Support Requests 17
F5: Supplies and Services Requests 18
F6: Conference/Travel Requests
19
F7: Technology and Other Equipment Requests 20
F8: Facilities Requests 21
5
1. Where We've Been
Complete Appendix A (Budget History) prior to writing your narrative. Limit your narrative to
no more than one page.
As you enter a new Program Review cycle, reflect on your achievements over the last few
years. What did you want to accomplish? Describe how changes in resources provided to your
discipline or program have impacted your achievements. What are you most proud of, and what
do you want to continue to improve?
The Machine Tool Technology program, through the use of Measure B bond funds, has an
updated manual machining facility in building 1400 and a new Numerical Control facility in
building 1600 has been built. All malfunctioning equipment has been repaired or replaced and
updated technologies have been added to the manual shop. The creation of a numerical control
machining laboratory in building 1600 along with the general renovation of the manual machine
shop in building 1400 has freed up space and allowed for the positioning of equipment to provide
a safe and efficiently functioning manual lab for the Machine Tech students.
The construction of a numerical control machining lab in building 1600 has brought our
machining program up to date with the latest technologies used in the local area businesses. All
the new equipment has been integrated into the curriculum and students are learning the
operation, programming, and setups required to create parts and projects on each piece of the
new equipment. The Machine program offers instruction in commonly used CAD/CAM
(Computer Aided Design / Computer Aided Machining) and Solids Modeling software. The
equipment and the software are the same equipment and software a student will see in the work
place making them more employable.
The Machine Tool Program would not be able to provide its services and course offerings
without vital program funding. During this past program cycle, the Machine Tool Program has
received 100% of its funding from the Perkins fund. This fund was established for the
technological advancement of the program, instead; out of necessity due to zero funding support
from the general fund, the Perkins fund has supplied the funding needed to purchase the
consumables required by the machine students. As consumables such as end mills, taps, drills,
cutters, metal, and equipment accessories have increased, the Machine Tool program budget has
also increased. Lack of funding would directly affect all machine students in all courses. Every
machine class offered requires students to learn vital skill-sets that directly require the use of
consumables in order to teach the course. If funding was to be reduced, the success of the
student learning outcomes would decline, and students would not receive the opportunity to learn
and practice these skill-sets.
The Machine Tool faculty are all very proud that our students are being sought after and hired
by shops and manufacturing facilities all over the western United States. We not only have many
students hired locally but students have found good jobs as far south as San Diego, as far north
as Seattle Washington, and eastward to Phoenix Arizona. Employers tell us they are very
pleased with our students and their skill sets which causes them to return and hire more students.
We need to continue to keep up with industry practices and technologies. We have a five axis
machine tool and need to upgrade our CAD/CAM systems to five axis capability. Continue to
update our program to more closely match what is being done in the local industry, like adding a
"hole popper" to our wire EDM curriculum to more closely match industry practices. Both the
manual and numerical control labs still need work to organize and better utilize the space and
equipment. We need to continue to update our curriculum to more closely match the changing
needs of the machining industry.
2. Where We Are Now
Review success, equity, course sequence, and enrollment data from the past three years at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm. Please complete Appendices B1
and B2 (CLO's), C (PLO's), and D (A few questions)before writing your narrative. Limit your
narrative to two pages.
After review of your success and retention data, your enrollment trends, your curriculum, and
your CLO and PLO results, provide an overall reflection on your program. Consider the
following questions in your narrative, and cite relevant data (e.g., efficiency, persistence,
success, CLO/PLO assessment results, external accreditation demands, etc.):
What are the trends in course success and retention rates (based on overall results and CLO
assessments) in your program? Do you see differences based on gender and/or
ethnicity? Between on-campus and online or hybrid online courses? Provide comparison
points (college-wide averages, history within your program, statewide averages).
What changes are you seeing in enrollments in your courses and overall program, and what is
driving those changes?
Describe how changes in investments--or lack thereof (funding, adding units to courses or
adding supplemental instruction courses, adding or increasing student learning support,
adding courses to sequences, classified staff, etc.) have impacted student learning in both
specific courses, course sequences, and overall programs.
For PLOs, have you collaborated with colleagues in other disciplines to look at “whole
programs” or "whole GE areas"? What insights have you gained from these
collaborations?
The Machine Tool Technology program has been part of Chabot since 1964 (that's prior to
this campus being built). The program is a stellar example of one of the college’s missions to
prepare students for employment and to provide education for updating skills that provide
improved employment potential in today’s world market. Students in today’s program are
exposed to current industry tools, equipment, and manufacturing processes providing the
necessary critical thinking skills to be successful as a worker in the industry today. Due to
Measure B Bond funding our facilities mirror local manufacturing facilities and prepares students
for real world experiences and working on the same equipment and software they will see in the
local industry. That investment has improved our enrollments and increased our job
placements.
The Machine Tool Technology program appears to have a higher success rate than the
College overall. However, success is very difficult to quantify in today's Machine Tool classes.
The numbers are much higher if one were to take into account the job placements. The job
market for machinist is exploding and we lose many students to employment every week. Is
success staying in class or is success finding a job and earning a living? Also looking at the
enrollment numbers, many of our classes share lab times and have separate lecture hours
which is not reflected in the report (MTT 71A & MTT71B, MTT 71A & MTT 71C).
We are concerned about the enrollment levels of MTT81B - Surfcam
CAD/CAM programming. The enrollment has been steadily decreasing since the
retirement of the local dealer. Surfware, the parent company, has chosen not to
have a local representative at this time. However the company was bought out at
the first of March and we'll see how they handle the business. We are hosting a
west coast Surfcam user group meeting here on May 3. Along with our students
the attendees are companies and potential buyers of the software. This will
provide us with an excellent opportunity to advertise our Surfcam classes.
Because of the low enrollment with the Surfcam software, we have been in talks
with parent company of SolidCam. This is a CAM program that works inside the
SolidWorks solid modeling software which we already teach and is a very well
attended class. It is our belief that this would be a good replacement for Surfcam
and would draw students from the SolidWorks class as well as folks from the local
industry that already use it.
3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource Requests) to
further detail your narrative. Limit your narrative to three pages, and be very specific about
what you hope to achieve, why, and how.
We are collaborating with the NTMA (National Tooling and Machining Association) which is a
trade organization representing the precision and custom manufacturing industry throughout the
United States. They wish to start a machinist apprenticeship in the San Francisco Bay Area and
want the community colleges to provide the "related training" required by the state of California.
They are on our advisory committee and their member shops have hired many of our students.
We are just beginning the process of NIMS (National Institute for Metalworking Skills)
certification along with Laney and DeAnza colleges. This will lead to a certification, similar to
the Automotive NATF, for students that certifies individual skills against a national standard.
This gives employers a level of expectation of the capabilities of a potential employee.
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
2011-12
Budget
Requested
Classified
Staffing (# of
positions)
Supplies &
$42,000
Services
Technology/Equ
$72.000
ipment
Other
TOTAL
$114,000
2011-12
Budget
Received
2012-13
Budget
Requested
2012-13
Budget
Received
$31,811
$38,811
$31,811
$52,000
$40,250
$28,500
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 Machine Tool program budget from the General Fund pays for the faculty salaries
only. All other expenditures for tools, equipment, and supplies are provided through
Measure B and Perkins funding. There is NO operation budget provided by the college
General Fund for our program.
The expenditures made over the last few years have been largely supported by
Measure B for facility improvements, new tools and equipment. Perkins funding has
been utilized to provide operational costs (consumables, instructional needs, and items
not covered by Measure B).
The program has utilized the expenditures to maintain relevance with industry. The
student learning outcomes have been are directly impacted by the equipment and
technologies acquired. This is clearly demonstrated by the number of shops and
businesses that are clamoring for our students. This year students have been placed
locally, as far south as San Diego, and as far North as Seattle Washington. We have
had visits from the NTMA (National Tooling and Manufacturers Association), Ron
Witherspoon Inc. (500 man shops), Hayward Quartz, GM Associates Inc, Shell Oil, the
Lawrence Berkeley National Laboratory, and more. All were impressed and pleased
with our programs, curriculum, and students.
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?
Our inability to fund adequate amounts of industry relevant tools, equipment, supplies,
and other instructional technologies has a direct impact on our ability to provide
students with the varied experiences and learning opportunities to better prepare them
for industry. Students completing our programs are expected to have obtained
knowledge and experiences that are relevant to all machining operations, processes,
and software technologies. We have been limited to the breadth and depth that we can
provide to students to obtain that experience.
Due to limited quantities of certain tools, equipment, and instructional aides, students
work in larger group sizes which limits the personal hands-on experiences for individual
students and in some cases result in students leaving the program.
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:
Courses:
Group 1:
MTT 50
MTT 60A
MTT 60B
MTT 63A
MTT 63B
MTT 65
MTT 66
MTT 70
MTT 71A
MTT 71B
MTT 71C
MTT 75
MTT 81A
MTT 81B
MTT 81C
Group 2:
Group 3:
Group 4:
Spring
2013
Fall
2013
Sprin
g
2014
All
Machine
Technolo
gy course
CLO’s
have
been
fully
assessed,
discussed
and
reported
Disc
uss
resul
ts
Rep
ort
Resu
lts
Fal
l
201
4
Spg
2015
Fall
2015
Spring
2016
Full
Assmt
Fall
2016
Spring
2017
Repor
Discu
t
ss
Result
results
s
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the
semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop”
discussion
Faculty members involved in “Closing
the Loop” discussion
MTT 71A
Fall 2011
1
1
100
Spring 2012
Mike Absher and Ashley Long
Form Instructions:
Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for
all sections assessed in eLumen.
Part II: CLO Reflections. Based on student success reported in Part I, reflect on the
individual CLO.
Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the
course as a whole.
Part I: Course-Level Outcomes – Data Results
Consider The CourseLevel Outcomes
Individually (the Number
of CLOs will differ by
course)
Defined Target Scores* (CLO Goal)
Actual Scores** (eLumen
data)
100% of the class of the
class able to set the Fadal
100%
tool length offsets
manually.
(CLO) 2: Set ProtoTrak
100% of the class of the
vertical milling machine
class able to set the
92.3%
tool length offsets.
ProtoTrak tool length
offsets.
(CLO) 3: Set Fadal
100% of the class of the
fixture offset using an edge class able to set the Fadal
100%
fixture offset using an
finder.
edge finder.
(CLO) 4:
If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success
for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the
actual percent of students that meet defined target based on the eLumen data collected in this
(CLO) 1: Set Fadal tool
length offsets manually.
assessment cycle?
Part II: Course- level Outcome Reflections
Course-Level Outcome (CLO) 1:
How do your current scores match with your above target for student success in this course
level outcome?
100% of the class was able to complete this task which matches our expectations.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning
experiences
Course-Level Outcome (CLO) 2:
How do your current scores match with your above target for student success in this course
level outcome?
92.3% of the class was able to complete this task which is below our expectations.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Insufficient preparation and experience were provided for those students with no prior
experience with edge finders and the edge finding process.
C. Course-Level Outcome (CLO) 3:
How do your current scores match with your above target for student success in this course
level outcome?
100% of the class was able to complete this task which matches our expectations.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning
experiences
D. Course-Level Outcome (CLO) 4:
How do your current scores match with your above target for student success in this course
level outcome?
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
E. Course-Level Outcome (CLO) 5: Add if needed.
Part III: Course Reflections and Future Plans
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Because lab time is at a premium and there isn't enough available time to allow for more than
two attempts, we will provide the opportunity to complete this task outside of standard lab time.
A video is in the process of being edited and made available to students to review and picture the
entire process. We will also provide practice time on similar machines that are available during
class time.
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 methods and exercises currently used are sound working well for the vast majority of
students. The lack of experience in a few students hinders their ability to complete some of the
tasks. It has been decided to describe the task to the class and ask verbally or by written
questionnaire about their background experiences to determine if they will need extra instruction
and possibly practice time to bring their experience level up to the rest of the class. Increased
use of instructor produced videos on the specific tasks will help students to visualize and better
understand how to complete the task.
What is the nature of the planned actions (please check all that apply)?
x 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: Machine Tool Technology Certificates and Associate in Science Degrees
PLO #1: Students completing the Chabot Machine Tool Technology AS Degree or Certificate
Training will be able to entry level machining tasks using standard hand tools, manual
lathes, and manual milling machines. They will be able to inspect their parts and use
standard precision measuring instruments.
PLO #2: Students completing the Chabot Machine Tool Technology AS Degree or Certificate
Training will have an entry level understanding of G-code programming, CAD/CAM
software programming, and numerical controlled vertical milling machine operation.
They will be able to perform entry level setup, G-code programming, and machining
operations on numerical controlled vertical milling machines.
What questions or investigations arose as a result of these reflections or discussions?
Explain: Feedback from our advisory committee, current employers of our students, and
the NTMA has endorsed our student's capabilities and our program. Students that have
found jobs report that they were well prepared but would like more hands on time to
better refine their skills.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: Overall the program and the courses that comprise it have
adequately prepared graduates to meet industry expectations for entry level
employment. Our equipment and processes are in line with local industry needs.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned: Ongoing equipment acquisitions to maintain industry relevance.
Keep up on the maintenance of our machines to keep them in working order to allow as
much hands on time as possible.
Program: Machine Tool Technology NC Programmer Certificates and Associate in Science
Degrees
PLO #1: Students completing the Chabot Machine Tool Technology NC Programmer AS
Degree or NC Programmer Certificate Training will have an entry level understanding of
G-code programming, CAD/CAM software programming, numerical controlled vertical
milling machine operation, numerical controlled lathe operation, wire electrical discharge
machining, and coordinate measuring machine operation. They will be able to perform
entry level setup, G-code programming, CAD/CAM programming, and machining
operations on numerical controlled vertical milling machines, lathes, five-axis milling
machines, wire EDM machines, and manual Coordinate Measuring Machines.
PLO #2: Students completing the Chabot Machine Tool Technology NC Programmer AS
Degree or NC Programmer Certificate Training will have a sufficient level of
understanding and skills to obtain and flourish in an entry level position in any normal
machine shop environment.
What questions or investigations arose as a result of these reflections or discussions?
Explain: Feedback from our advisory committee, current employers of our students, and
the NTMA has endorsed our student's capabilities and our program. Students that have
found jobs report that they were well prepared but would like more hands on time to
better refine their skills.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: Overall the program and the courses that comprise it have
adequately prepared graduates to meet industry expectations for entry level
employment. Our equipment is a good sampling of the equipment found in the local
industry.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned: Ongoing equipment acquisitions to maintain industry relevance.
Increased use of video instruction to help student visualization. Keep up on the
maintenance of our machines to keep them in working order to allow as much hands on
time as possible.
Appendix D: A Few Questions
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 :-)
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
Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? Yes.
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
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
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.
If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? Yes
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. Applied math and a
communication level of English yes. Employers want our students to have the skills and
understanding to perform the tasks required to manufacture parts. They need a basic
competence in applied (shop) math, reading, and writing.
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 Completion Date
Required Budget (Split
out personnel, supplies,
other 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 .
Number of new faculty requested in this discipline: 1
If you are requesting more than one position, please rank order the positions.
Position
Description
Full time Machine Tool Technology
Machine Tool Technology
Instructor
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.
Current Machine Tool Technology instructors are in their sixties and contemplating
retirement. Industry trends in the past twenty to thirty years has to train specialists in
narrow fields. Broad subject training is virtually unheard of today. We have a wide
range of equipment and technologies and it will be near impossible to find somebody
with the technical expertise coupled with the ability to teach those technologies.
Conversations with colleagues at Laney and other institutions clearly show this is a big
problem. We need to hire a new faculty member to work with the existing faculty for as
long as possible to bring them up to speed on our wide assortment of technologies along
with the required maintenance and repair.
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.
Number of positions requested:
1
If you are requesting more than one position, please rank order the positions.
Position
Description
NC Lab assistant to help with
Student Assistant
maintenance and operation
Rationale for your proposal.
The Numerical Control Lab in building 1600 has twenty-five pieces of equipment and
coolant systems as well as hand tools, precision measuring tools, cutters, drills, fixturing
components, etc. to the tune of about $3,000,000. All the equipment requires repair,
maintenance, cleaning, and general care. Currently this is all done by a lone instructor
in that shop. It takes many hours every week to keep the shop in good working order.
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.
Maintain the school's equipment and keep it in good condition and maintaining is
longevity.
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 .
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.
Number of positions requested: ______
If you are requesting more than one position, please rank order the positions.
Position
Description
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.
2012-13
Budget
Project or Items
Requested
Consumables
and supplies
Requested
$15,000
Received
$15,000
2013-14
Request
$22,000
Rationale
Consumables
and supplies
are needed for
every student
laboratory
activity. It is
vital that the
students have
access to the
consumables in
order to
conduct the
necessary
projects and
fabrications.
Machining
skills are
learned
through
repetitive
actions, each of
these actions
uses
consumables.
The prices of
consumables
and supplies
are
incrementally
increasing. We
have new
equipment
which requires
tooling and
material to
operate.
Maintenance
contracts for
software and
equipment
Mastercam 5
axis software
upgrade
$11,561
$0
$11,561
$0
$11,561
Maintain our
equipment and
software.
Without the
software
contracts there
won't be
software
available for
our
programming
classes
$7,000
We have a new
five axis
milling
machine which
requires our
CAD/CAM
software to be
upgraded to
program for it.
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
WESTEC (Western Metal
and Tool Exposition and
Conference)
2013-14 Request
$4,500
Rationale
WESTEC shows the latest
manufacturing
technologies in software,
cutting tools, and
equipment. It also
provides access to industry
experts to answer
questions, provide
assistance, and form
relationships. This is one
way to keep the machine
program up to date with the
latest technology. The
relationships formed with
manufacturers and vendors
help to provide information
and support for our
program. In past years we
have been able to negotiate
large discounts on
purchases, company tours,
and donated software and
reference materials.
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.
2012-13
Budget
Project or Items
Requested
Requested
Received
2013-14
Request
Bldg. 1600 Hole
Popper
$0
$0
$35,000
Bldg. 1600
$0
$0
$2,500
Rationale*
This is a
companion
machine to our
wire EDM
machine.
Continuous
wire cutting
requires start
holes to thread
the wire
through the
material to be
cut. Shops will
normally use a
hole popper to
produce these
holes which
could be as
small as .010"
in diameter.
Holes are
produced
quickly and
with extreme
accuracy
Our current
DNC Network
expansion into
room 1620
Bldg. 1400
storage cabinets
DNC network
covers the
machine tools
in rm. 1618.
This expansion
would cover
the simulators
and equipment
in room 1620
making for a
consistent
interface and
procedure for
students to
operate our
equipment.
$ 5,500
$0
$ 5,500
Organize and
control the
tooling and
equipment in
the manual
machine shop.
Current
cabinets are
old, unsightly,
and don't have
drawers or
shelves for
organization or
locking.
Bldg. 1600 five
axis milling vise
$0
$0
$ 2,500
Speciality vise
in size and
capability for
use on five axis
milling
machines. We
currently do
not have a vise
that will fit on
our five axis
machine.
Bldg. 1600 3R
tooling used on
$10,000
$10,000
$6,000
Continue
building our
all NC
equipment.
3R tooling and
fixturing tool
set. This is the
tooling used to
hold raw
material in the
numerical
controlled
machine tools
to manufacture
student
projects. This
tooling allows
projects to be
fabricated in a
machine,
placed in a
coordinate
measuring
machine for
inspection,
then replaced
in the same or
different
machine for
further
operations and
adjustments.
Bldg. 1600
Mitee-Bite
Tooling
$3,000
$3,000
$2,000
Continue
building our
Mitee-Bite
tooling and
fixturing tool
set. This is
tooling used to
hold raw
material in the
numerical
controlled
machine tools
to manufacture
student
projects.
Bldg. 1400 four
$4,000
$0
$4,000
Current
computers for
research and
SolidWorks in
the machine lab
with stands and
stools
Bldg. 1400
Rockwell
Hardness Tester
computers are
4+ years old
and are
insufficient to
run the latest
version of
SolidWorks
software.
$2,250
$0
$2,250
To supplement
our current
Rockwell
Hardness
tester.
* 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.
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): Bldg. 1600 Machine Tool Storage
Building/Location: Outside End of Building 1600
Description of the facility project. Please be as specific as possible.
The current structure has walls, no ceiling, two gates, an air conditioning unit
cement pad, and a partial floor. Remove the gates and add a double door
keyed access, enclose with a ceiling, add electricity and lighting, finish the
cement floor and remove the old air conditioning pad.
What educational programs or institutional purposes does this equipment support?
All Machine Tool Technology classes
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
Currently storage for both Machine Tool Labs is in the shops themselves. This causes loss of
valuable shop floor space and tripping hazards. Storage of raw materials, coolant drums, and
spare equipment would make for more efficient use of our shop floor space for studen and
faculty.
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): Rm. 1402E Lighting
Building/Location: Rm, 1402E Stock & Cutting Room
Description of the facility project. Please be as specific as possible.
The stock and cutting room was constructed by adding walls on the outside of
building 1400 in the 1995 renovation. Currently the only lighting is one of the
old outside orange lights. There is not enough light in rm. 1402E for the evening
Machine Tool classes to safely operate the equipment. Classes must use the
equipment in rm. 1402E to cut raw material for their projects, do heat treating,
band saw projects, and operate the Pistorius cutoff saw.
What educational programs or institutional purposes does this equipment support?
All Machine Tool Technology classes
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
Provide a safe environment for students, classified staff, and faculty to work in.