Chabot College
Program Review Report
2014 -2015
Year 3 of
Program Review Cycle
Submitted on November 1, 2013
Contact: Jennifer Lange
(updated items have been lined out; updated and new text is in red & italics)
Final Forms, 1/18/13
Table of Contents
Divisions/Programs remain in the same cycle year for 2013-2014
___ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
__X_ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
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/Data2013.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?
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.
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.
Are these best practices replicable in other disciplines or areas?
What were your greatest challenges?
Were there institutional barriers to success?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
The biology subdivision completed its first cycle of Program Review in 2009 with many action plan items
still unresolved. Our work throughout this Program Review cycle represented a continuation of those
efforts to improve student learning through (1) improving facilities, (2) providing adequate staffing and
materials for courses, (3) offering the types and numbers of courses students need in our present and
future economy, and (4) increasing the number of students who complete our programs and the quality
of their knowledge and skills.
We have still not been able to accomplish many of these ongoing goals including
 increasing the biology supply budget to adequate levels
 improving the physical environment of building 2100
 providing adequate numbers of sections to meet the demand for our programs
 providing adequate laboratory technician support for evening and weekend courses
 beginning the development of new CTE programs for our allied health students
Updates on progress for our broad goals, as stated in year 1 of this program review cycle:
1. Align Environmental Science program with community needs – Urban Agriculture Program
The bond provided funds to purchase materials for two raised garden beds. The beds will be
were installed next to building 2100 by the biology club, staff and faculty on March 1, 2013.
Maintenance and Operations will provide provided soil and will install installed an irrigation
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system. These beds will be are being used by biology and environmental science classes. As we
gain experience with the small garden, we hope to expand beyond the biology subdivision.
Other faculty have also expressed an interest in helping with the garden and possibly using it for
their classes as well. As an outreach activity, the Biology subdivision participated in the 4th
Annual Castro Valley Unified School District Science Festival at the Castro Valley high school.
students to grow plants, do soil analyses and build a compost bin. Faculty in Environmental
Studies and Anthropology as well as student groups have already expressed interest in being
involved in the garden. We are limited by the small size of the area. Further research will be
done to determine the feasibility of expanding the garden, developing an agriculture program at
Chabot and aligning it with the needs of the community. We will also explore opportunities for
internships, scholarships, service learning, and employment for our students.
2. Provide safe, secure, and up-to-date facilities
We have not secured any commitment of funding for a new building or for any renovations to
the current building that will alleviate health and safety hazards. We have made extensive
efforts to educate campus members about our needs, including tours by Dr. Barbarena, Dr.
Sperling, and by the Faculties Committee. We believe that the need is recognized, which will
hopefully result in at least some funding from the current bond being allocated to our building.
If renovations are done to address the most egregious health and safety needs, a new building is
still needed in order to have a sufficient number of rooms to serve our students and to hold the
equipment needed to conduct modern biology experiments.
Since our last Program Review we have made considerable progress in updating facilities.
On April 16, 2013 seven biology faculty and staff addressed the Chabot-Las Positas Board.
Employees reported that the inadequate 2100 facilities were creating several safety issues and
scheduling problems. This was followed by a presentation to the Board by Jeff Kingston and
Susan Sperling. In addition, the Faculty Association and Chabot Senate supported and
demanded that changes be made. The Board members spoke to the issue and recommended an
investigation and resolution.
On April 23 and 29, 2013, a qualitative industrial hygiene assessment of building 2100 was
conducted by Industrial Hygiene Support, Inc. The assessment concluded that the industrial
hygiene and chemical safety in building 2100 was overall "well managed". A few problem areas
were identified and recommendations made:
High-risk agents found in building 2100 were 1) formaldehyde; 2) toluene and other reproductive
hazards; 3) oxidizers hydrogen peroxide, potassium permanganate and silver nitrate; 4)
corrosives (acids and bases) and 5) various biological materials. Of these, only formaldehyde
was identified as "an imminent hazard or imminent risk of agency penalty". It was recommended
that Chabot immediately "implement industrial hygiene controls within the cadaver room and
repeat industrial hygiene sampling". It was also recommended that we address toluene as
"opportunity permits" by conducting "a qualitative industrial hygiene assessment of a
representative, worst-case, exposure to hexanes or other representative slide staining solvent."
The report showed that our greatest concern, the cadaver room, had ventilation below industry
standards with an exhaust flow of 145 cubic feet per minute and 4.1 air changes per hour. An
average of 8 air exchanges per hour are recommended for laboratory rooms. An even higher
rate of air exchange is common when carcinogens, like formaldehyde, are used.
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The formaldehyde concentrations measured directly above one of the cadavers was found to be
1.2 ppm. The report stated that these airborne concentrations "have the potential to exceed the
action level if work proximate to the cadavers with open bags were to exceed three hours, and
could exceed the permissible exposure limits if work in the area were to approach six hours.
Additionally, when using the American Conference of Governmental Industrial Hygienists
threshold limit value, the laboratory results revealed airborne concentrations that exceeded this
more conservative occupational exposure guideline."
The report recommended that as a top priority, we reduce formaldehyde concentrations. As
secondary priorities, the report recommended the following:
1) Fume hoods be routinely tested, have streamers to indicate air flow, and be available to all
rooms using volatile compounds (ex. petroleum ether);
2) Safety showers and eyewashes be made accessible within 10 seconds of a potential accident;
3) A personal protective equipment program be implemented and all biology faculty and staff be
provided with protective equipment;
4) In coordination with the Safety Committee, develop and implement an injury and illness
prevention program and
5) Ensure that our current waste management policies are strictly followed.
In August 2013 construction began on a new cadaver room in the location of the previous "frog
room". This room will have upgraded lighting, wall covering and flooring, A sink with hot water
and eyewash, down-draft cadaver tables, air conditioning and ventilation, an industrial
refrigeration unit, and a two-way video monitoring system. Work is to be complete in November
2013 with the room fully functional by Spring Semester 2014. The existing cadaver room will be
decontaminated during Winter Break.
October 22, 2013 the Faculty Association contacted the Chabot Administration for an update on
progress of the cadaver room and an inquiry into safety showers, eyewashes and fume hoods
that were to be installed in other classrooms. We expect this work to begin soon and also be
completed by Spring Semester 2014.
Although we are temporarily resolving our most pressing safety issues, we have several other
issues regarding safety, as well as, insufficient space, inappropriate space and inadequate
technology, that can only be resolved through the replacement of 2100 with a larger, more
modern, facility. Currently we are making a facilities request to hire an architectural firm to
design a replacement for building 2100.
3. Identify and provide a variety of allied-health career options
We have identified potential programs that we could offer that would train students for indemand career fields (see attached). Since all would require either additional FTEF to offer new
courses (or restore those courses cut when the Biotechnology program was put on hold), we
have not further pursued these options in times of austerity. As growth becomes available, we
would like to further develop some of these options; some of which can be done entirely within
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the Life Sciences Program while others would require collaboration with other programs (ESL,
ECD, Communication Studies, Health/Medical Assisting).
4. Increase student success
We undertook a careful schedule analysis to create a better balance of courses in the Allied
Health pathway, which has resulted in a decrease in the number of BIOL 31 sections offered to
balance the number of seats available in ANAT/MICR/PHSI. We have also moved from a two
course series to a three course series in the biology majors pathway to ensure that students can
progress through the series in a timely fashion. Changes:
Allied Health: To start in Fall 2013, we have worked with Counseling to develop three SEP
templates that align with our course offerings and their recommended enrollment order. We
hypothesize that having students begin their science courses in their second or third semester,
while taking a customized study skills course, will improve their ability to succeed in the entry
level courses. We have also arranged the course schedule to allow students to take BIOL 31 and
CHEM 30A during the same term and in either a morning, afternoon, or evening time block. We
have also arranged our schedule so that instructors have more time to meet and students have
a meal break between long blocks of class.
Biology: The new three course series has finally been implemented, giving students more
flexibility in their class blocks. We have worked with Math, Physics, Chemistry, Engineering, and
Computer Science to offer needed courses in non-overlapping time blocks while simultaneously
creating as compact a schedule as possible for students. Also, for the first time in recent
memory, a biology majors course will be offered during the summer.
To further this work, we have proposed two new initiatives that have arisen from the PRBC work
on student pathways – two interest area Houses, one for Health Science and one for STEM.
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.
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What goals do you have for future program improvement?
What ideas do you have to achieve those goals?
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
What recommendations do you have to improve the Program Review process?
In the next cycle we will continue to work on our ongoing goals as outlined above.
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
2012-13
Budget
Requested
1 additional
2012-13
Budget
Received
No change
Supplies:
GenFund $46,896
Supplies:
GenFund $39,849
Services:
Services:
$8,000 equip $4500
maint
Technology/Equipment
Bond $89,525
Bond $89,525
2013-14
Budget
Requested
1 part time;
two month
increase for
current 10
month
employee
Supplies:
GenFund $68,225
2013-14
Budget
Received
No Change
Services:
$8,880
equip
maint
Bond $62,795
Services:
$4500
Supplies:
GenFund $39,850
Bond $62,795
Other
TOTAL
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.
Allocations from bond funding have allowed us to replace some old, deteriorated equipment, supplies,
and models. For example, in anatomy the students can now view models of the reproductive tracts
while the organs are in their correct anatomical position, whereas previously the broken pins required
students to continuously reconstruct and hold the tracts in the (hopefully!) correct position. Also,
students can identify the foramina (holes) in the skull models without having to determine if the hole
was supposed to be there or if it was one that had been created by overuse.
The Biology subdivision also was able to replace a 30-year old autoclave. A new autoclave was
purchased and is currently being installed. This critical piece of equipment is extensively used to prepare
sterile reagents and culture media utilized in the laboratory component of courses like MICR 1, BIOL 2,
BIOL 6, and BIOL 2A.
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We can see the immediate impact on student learning in the significant decrease in both student and
instructor time spent addressing equipment usage and malfunction issues. We hope to see an impact
on learning when we enter or second cycle of SLO assessment next year.
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 cost of supplies and maintenance increases every year, but our budget allocations for these items
has not kept pace. We have not been able to incorporate new laboratory techniques that are in
common use in science laboratories, so our students are at a disadvantage in both 4-year transfer
programs and in industry. We are constantly battling just to maintain our current levels of success and
enrollment. The fact they these measures did not decrease is a testament to the resourcefulness and
dedication of our faculty and lab techs.
Update for Fall 2013 – Our consumable supplies request amount increased again this year as a result of
the usual increase in prices as well as the (welcome) increase in the number of GE course sections.
Additionally, we requested formaldehyde free specimens for dissection in response to the environmental
health and safety reports recommendation that we do so because our classrooms currently have
inadequate ventilation. These specimens cost more than do the standard preparation. As of the date of
this submission, we have received the roll-over funding amount for our consumable supplies ($39,850),
which is only 64% of the requested, and very thrifty, budget we need. We hope that when the Budget
Committee meets to discuss allocation of additional Lottery funds, that this insurmountable budget gap
will be eliminated. If not, we will have to make dramatic curricular changes to our laboratory activities
that will severely curtain student learning. This funding pattern is unsustainable . . . we cannot continue
to offer quality labs without the minimally adequate budget that we request each year.
We also only received 51% of the equipment maintenance budget that we requested. While we can work
with what we have, ultimately this means that service occurs less frequently and will likely result in the
need for new equipment sooner.
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Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:
X No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once at
least once every three years.
Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed this
year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
ANAT 1
X
BIOL 2
X
BIOL 4
X
BIOL 6
X
BIOL 10
X
BIOL 25
NOT OFFERED
BIOL 31
X
BIOL 50
X
ENSC 10
X
7
ENSC 11
X
ENSC 12
X
MICR 1
X
PHSI 1
X
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Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Discussion of Program Level Outcomes was completed in Years 1 & 2.
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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 :-)
1. Have all of your course outlines been updated within the past five years?
Yes – those that are outdated have been submitted in Fall 2013.
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
Yes
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
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
Yes, but we have concerns about the time gap between enrollment in the subsequent course.
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.
The textual analysis conducted in English courses does not fully prepare students for reading
scientific textbooks, it is yet to be determined that success in ENGL 1A is correlated with
success in life science courses.
Math data not provided.
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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?
“House” centered on the theme of students who want to enter careers in the health care field –
nursing, dental hygiene, physician assistant, physical therapy, radiology, surgical technology,
pharmacy, medical assistant, kinesiology, EMT, etc. The development of houses centered on student
interest areas is one of the initiatives that has arisen out of PRBC to support students by providing more
packaged academic and student services that directly relate to their goal.
Planning group would include faculty from biology, chemistry, medical assisting, nursing, dental hygiene,
health, kinesiology, EMT, business, English, math, communications, psychology, sociology, and
counseling as well as classified staff and students.
Potential House components:
 Bridge programs
 Career exploration
 Service learning opportunities
 Academic support
 Dealing with life issues
 Clubs and peer-to-peer involvement
 More clustered recommendations for GE’s – specific ones are required for transfer in
some programs
 Student government, clubs
 Professional development
 More integration of faculty across disciplines
 Bring in former students as mentors
 Study space - include kids and food
 A stepping stone project that allows students to experience multiple areas in that house
(using for example service learning, community service) that allows them to
engage/explore the multiple disciplines that are in that house and the different jobs that
may come out of those paths.
 Counseling support in creating SEP’s tailored to house
 Student Mentors/navigators- to help students, also research projects, jobs in fields
 Website with video clips, links to sub-houses, service learning opportunities, community
partners
What is your specific goal and measurable outcome?
Provide students interested in the health care field with a community of faculty, staff, and students who
are all supporting the achievement of transferring to a health care training program or completing an
associates degree and getting a job in a health care field.
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Outcomes:
- increase number of students earning associates degrees
- increase number of students applying to transfer programs
- increase engagement of students with the campus community
- increase the number of personal contacts with students – provided by faculty, staff, and peer
mentors
- increase the number of students who complete the allied health core course series
- increase the number of students who complete course series in medical assisting, kinesiology,
and other transfer prep pathways
- decrease the bottlenecks in the series of courses (even out capacity/demand ratio)
- provide students with opportunities to learn about a variety of careers in health care and with
opportunities for internships/work experience
What is your action plan to achieve your goal?
Activity (brief description)
Compare a variety of pathways models and determine which
option(s) we feel best fit our students needs:
- full class load cohorts
- partial class load cohorts
- reserved seat cohorts
- high touch without cohorts
- others
Plan initial pathway courses, activities, and support
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
5/2014
- 3 CAH reassigned
time for house lead
- $700 stipends for
others involved in
planning (10-15
people?)
12/2014
-
Develop industry and educational advisory board
-
-
-
-
Recruit pilot group of students to begin pathway in spring 2015 12/2014
-
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3 CAH reassigned
time for house
faculty lead
3 CAH reassigned
time for counseling
faculty lead
PT classified career
and transfer
coordinator
PT classified
administrative
assistant
$700 stipends for
others involved in
planning (10-15
people?)
$500 for supplies
$500 for outreach
activities/travel
$1000 for tutors
and mentors
$500 for supplies
Expand capacity of pathway starting in Fall 2015, continue
pathway development;
5/2015
-
-
-
-
-
-
3 CAH reassigned
time for house
faculty lead
3 CAH reassigned
time for counseling
faculty lead
PT classified career
and transfer
coordinator
PT classified
administrative
assistant
$500 stipends for
others involved in
planning (10-15
people?)
$500 for outreach
activities/travel
$1000 for tutors
and mentors
$500 for supplies
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions <1
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain: Could involve collaboration with area high schools, non-profits, and
employers to help prepare and educate students about careers options in health care. Possibilities:
Alameda County Pipeline Project, Career Ladders, HPN, Health Career Connection.
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
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Appendix 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?
“House” centered on the theme of students who want to enter careers in STEM– astronomy, biology,
chemistry, engineering, mathematics, physics etc. The development of houses centered on student
interest areas is one of the initiatives that has arisen out of PRBC to support students by providing more
packaged academic and student services that directly relate to their goal.
Planning group would include faculty from biology, chemistry, computer science, physics, engineering,
mathematics, English, communications and counseling as well as classified staff and students.
What is your specific goal and measurable outcome?
Provide students who are interested in STEM careers with a community of faculty, staff,
administrators and students who are all supporting the achievement of transfer to a four year
institution in the STEM fields to continue their studies and become scientists, engineers and
mathematicians by providing opportunities to explore their interest, develop learning and
laboratory skills, excel in their classes and transfer to a four year institution
Outcomes:
- increase number of students earning associates degrees
- increase number of students applying to transfer programs
- increase engagement of students with the campus community
- increase the number of personal contacts with students – provided by faculty, staff, and peer
mentors
- increase the number of students who successfully complete mathematics, engineering and
science courses
- decrease the bottlenecks in the series of courses (even out capacity/demand ratio)
- provide students with opportunities to learn about a variety of careers in STEM and with
opportunities for internships/work experience
What is your action plan to achieve your goal?
Activity (brief description)
Compare a variety of pathways models and determine which
option(s) we feel best fit our students needs:
- full class load cohorts
- partial class load cohorts
- reserved seat cohorts
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Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
5/2014
- 3 CAH reassigned time for
house lead
- $700 stipends for others
involved in planning (10-15
people?)
- high touch without cohorts
- others
Develop an entry level STEM course
5/2014
-
Plan initial pathway courses, activities, and support
12/2014
-
Offer new introductory STEM course
5/2015
Recruit pilot number of students to begin pathway(s)
12/2014
Expand capacity of pathway with second STEM cohort starting 5/2015
in Fall 2015, continue pathway development;
-
Develop pathway activities that will allow students to explore
educational/career goals other than transferring in a STEM
major.
-
-
$500 for administrative
assistant
$500 stipends for faculty
(10)
3 CAH reassigned time for
house faculty lead
3 CAH reassigned time for
counseling faculty lead
$700 stipends for others
involved in planning (10-15
people?)
$500 for administrative
assistant
4 CAH for teaching course
$500 supplies
$500 for outreach activities
$1000 for tutors and
mentors
3 CAH reassigned time for
house faculty lead
3 CAH reassigned time for
counseling faculty lead
$500 stipends for others
involved in planning (10-15
people?)
$500 for outreach activities
$1000 for tutors and
mentors
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: Could involve collaboration with area high schools to help prepare and
educate students about careers options in STEM.
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
15
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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?
Currently, more students enter Chabot than local nursing, dental hygiene, surgical technology, radiology
technician, physician’s assistant, medical assistant, and other health professional programs can
accommodate. We would like to develop new CTE focused programs that will offer students more
opportunities to earn degrees and certificates that will allow them entry into these high demand career
fields.
What is your specific goal and measurable outcome?
Develop new degrees and certificates in career oriented allied health fields. Develop the curriculum and
offer the courses needed to achieve these career goals.
What is your action plan to achieve your goal?
Activity (brief description)
Select which programs best fit the needs of our students and
local employers
Develop and submit curriculum and program forms for new
degrees/certificates.
Offer new courses that will allow students to complete these
programs
How will you manage the personnel needs?
17
Target
Completion
Date
12/2013
6/20146/2015
Starting
F’15
Required Budget (Split out
personnel, supplies, other
categories)
Faculty/staff overload or PT
position
Faculty/staff overload or PT
position
Will depend on programs
chosen, for example:
Biological Lab Technician
would require only the
addition of a work
experience course; Health
Care Interpreter would
require FTEF and
instructors for at least 3
additional courses (none of
which have labs); more
extensive programs would
require additional faculty,
lab technicians and
supplies.
New Hires:
Faculty # of positions: minimum of one, but final number will be
determined by which programs are selected
Classified staff # of positions :minimum of one, but final number will be
determined by which programs are selected
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):general fund in the form of FTEF
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:
18
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___
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Full time faculty member
Specific focus on GE offerings and biology majors,
which do not consistently have any full-time faculty
members teaching some of the courses (and
therefore do not have leads for SLO evaluation and
curriculum/pedagogical development, including
writing, evaluating, and revising the lab
experiments.)
2. Full time faculty member
Focus on microbiology/biotechnology/cell biology
and the development new allied health
degree/certificate options
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.
This is the sixth year the Biology subdivision has made this request for additional Biology
faculty. Since 2001, the number of sections offered in the life sciences has increased from 67 to
109, while the number of full-time faculty has increased only slightly from 6 to 7. Thus, courses
taught by adjuncts have increased significantly over the past eleven years and some courses
consistently have no full-time faculty teaching them.
Even though the number of sections has decreased in recent semesters because of budget cuts,
all life science courses present a severe student bottleneck and, thus, offerings will increase
again as growth is received. At our previous maximum number of sections, we were still not
serving the entire community by meeting student demand. Life Science classes consistently
have an average enrollment of 117% and countless students are turned away. They are some
of the first courses to fill in the priority enrollment period, and many have waitlists that also fill.
This trend is seen in all of the courses in the Allied Health and Biology major pathways and is
also severe in the General Education laboratory courses.
For example, in Spring 2013
continuing student registration began on November 19. On November 20, the first classes
19
across campus to fill were ENSC 11 (Natural Science GE) and PSY 12 (allied health transfer
requirement). The last Life Science course to fill was BIOL 2, which is a capstone course and
therefore has restricted enrollment, on December 10. The last courses without this restriction
to fill were BIOL 10 and BIOL 50 on December 3. NOTE – all sections of all Life Science courses,
except BIOL 2, were closed a week before open enrollment started. Additionally, the waitlists
filled and the course became listed as “closed” for both BIOL 4 and BIOL 31. These two courses
are the entrance point for the biology and allied health majors, which we have actually set up
to be the “bottlenecks” for these programs – we don’t want to let more students enter the
program than we have spaces for them to complete the program. Demand is high, but courses
in these programs need to be added as blocks in order for students to be able to complete.
Adding blocks of courses requires not only large chunks of FTEF, it requires more full-time
faculty to provide more flexibility in scheduling and in course development.
If the Biology subdivision starts to pursue other health-related programs to broaden AlliedHealth majors’ career choices, other faculty member(s) will be diverted from the subdivision.
Before Biotechnology subdivision separated from Biology, Patricia Wu had the sole
responsibility of developing a career tech program. With limited resources, time, and college
support, all of the effort and time invested in Biotechnology was not enough to make it come to
fruition. Learning from this experience, it is evident that having more full-time instructors will
allow the subdivision to develop new programs to diversity the Allied-Health program to meet
community demand more quickly and efficiently.
Each full-time Biology faculty member is the lead for a multi-section course. The lead faculty
member is responsible for the curriculum of both lecture and laboratory portions for all
sections and in most cases writes a corresponding laboratory manual to be used by all students
taking the course. This is a responsibility and workload that exceeds contractual requirements
and especially exacerbated as the number of adjuncts teaching the course increases because
the lead instructor must train and supervise them to ensure course objectives and laboratory
exercises are taught in a manner that ensures equality in student success. The increase in
adjunct faculty places additional work on the lab technicians who must now work with and
coordinate laboratories with full-time and adjunct instructors. Laboratory materials are shared
among class sections. Supplies must be ordered, inventoried, replenished, cleaned, and put
away properly. As the percentage of adjuncts to full time faculty increases, this task becomes
more complicated as does the challenge of providing a safe learning environment.
As in all areas, additional responsibilities are being given to full-time faculty in areas other than
classroom instruction:
 The increase in the number of courses taught by adjunct faculty has increased the
workload of full time faculty as full-time faculty must interview, hire, train, mentor, and
evaluate adjunct faculty.
 Full-time faculty carry increasing responsibility for activities such as program review,
20


development of curricula, assessment of student learning outcomes, etc.
Working and reworking the STEM and Allied Health student schedules across the
division in order to build
Several of the Biology full-time instructors have duties, mostly without reassigned time,
in addition to instruction:
o Agnello Braganza serves on the Budget Committee and is the Coordinator for the
NIH Bridges to Baccalaureate Program.
o Debra Howell is the lead for the Urban Agriculture Garden Project as well as a
co-lead for biology MESA students, and co-advisor to the Biology Club.
o Jennifer Lange serves as the Biology Subdivision Coordinator and is on the Basic
Skills Committee, PRBC, and CEMC. She also serves as the lead for the
developing Health Science Pathway.
o Zarir Marawala serves on the Technology and COOL committees.
o Rebecca Otto serves on the Facilities Committee and co-advisor to the Biology
Club.
o Carlos Enriquez serves on the Facilities Committee.
o Patricia Wu is the division Curriculum rep.
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.
Additional activities such as coordinating laboratory experiments and developing new
programs, while welcome, put lots of strain on the amount of time available to assess and
improve student learning, counsel and provide learning support for students, participate in
subdivision evaluation and planning, and participate in college-wide planning. The hours that
must be devoted to hiring, training, and mentoring adjuncts and to developing laboratory
materials for courses that they aren’t even teaching is stretching Debra and Rebecca extremely
thin. (It is really hard to develop successful, coherent laboratory experiments that you never
conduct with the students because you aren’t teaching the course!) Additionally, having only
limited time blocks in which rooms are available, fit the students’ schedule and create a
reasonable schedule for faculty imposes restrictions that are impacting other disciplines within
the Science & Mathematics division. For example, in Spring 2013, the Tuesday/Thursday
afternoon section of BIOL 2 doesn’t fit with any faculty member’s schedule – either they
already have a class at that time or it would require one instructor to teach back to back 4.5
hour classes. The time for this class was set based on room availability, and the STEM student
pathway schedule was built around it. So the time cannot be moved to a slot that fits
someone’s schedule. (We are actually going to have to hire a new part-time instructor, again,
to teach the class because it doesn’t work with the schedule of the adjunct who is currently
teaching the course.)
21
The lack of full-time faculty is taking a toll on multiple courses, on the program, and even on the
division:
 Laboratory experiments are not adequately updated to reflect newer knowledge and
techniques, as instructors are developing and revising labs they rarely perform with
students
 Expanding the biology majors program, which currently only has enough seats to serve
30% of declared students, would only happen if an additional faculty member could
serve as the lead instructor for cell biology
 Physics classes can only be offered at specific times, because they have to be scheduled
around the restricted times the biology majors courses can be offered
 hey are teaching and their ability to complete the myriad of other tasks (curriculum
updates, program review, SLOs, etc.) that are required of full-time faculty.
While the division faculty have been working hard to provide a reasonable course schedule for
the students, we still are unable to serve the majority of students who want to major in biology
and those we can serve are not receiving our best because we are stretched too thin.
In the Pre-Allied Health pathway, not all students who enter with the goal of a nursing degree
will be able to complete the rigorous course sequence (attrition is approximately 50%), and
even if they do complete the courses, not everyone who applies to nursing school (or a medical
tech program) will be accepted. We want to provide more options for these students. We have
examined multiple options and, so far, selected two that don’t require many additional courses
beyond what the campus already offers – a Laboratory Technician AA and a certificate/AA in
Medical Translation.
Having two additional full-time faculty members to assist with the workload would enable each
individual to perform the increasing amount of work outside of the classroom that directly
impacts their success inside the classroom and at their transfer institutions. We could also
develop more options for students to complete their education and transition into a career in
the life sciences.
22
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: __3 part time positions____
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Evening Laboratory Technician
20 hours per week
2. Micro/Cell Biology Laboratory Technician
Increase contract from 10 months to 12
months
3. Custodian
<10 hours per week
3. Rationale for your proposal.
#1: Biology needs to have an evening laboratory technician (20 hours/week Monday through Thursday).
Sections of Anatomy 1, Biology 10 and 31, Microbiology 1, and Physiology 1 are offered in the evening. If
instructors (usually adjuncts) need an item, they have to leave unsupervised students in the laboratory
while searching for materials. This poses serious safety (e.g. Bunsen burners or dissection equipment)
and security issues and possibly contributes to theft in the classroom. Electronic balances, anatomy
models, and slides have been stolen in the past. With the decreasing supply budget, these items are
difficult to replace.
Also, the community has demanded more Allied-Health and Biology Major classes. Based on the
Environmental Scan 2011, the number of employed has decreased from 720,000 in 2007 to 665,000 in
2010. The displaced workers returning to school has increased from 2.3% in 1999 to 7.8% in 2010. As the
tuition fees of UCs and CSUs continue to increase out of control, the number of 4-year students taking
courses at Chabot College for 4-year college requirement from 2007 to 2010 has increased from 205 to
609 students. These extra students attending Chabot College demand evening classes so they are able to
work or attain other goals during the day. Evening sections fill first and have the longest waitlists.
Having an evening lab tech could also provide more course scheduling options that might ease some of
the strain across the division created by the restrictions in the biology majors course offerings. If
sections could be moved to the evenings, classroom space could become available at other times.
#2: The laboratory technician that supports BIOL 2, BIOL 6 and MICR 1 has a 10-month contract (spring
and fall semesters). Extending this contract to 12 months would allow the offering of these high-demand
courses during the summer. This would allow students to complete their programs and apply for
transfer in a shorter time frame. (Currently students in both biology and allied health take three years
to be transfer ready due to the small number of summer course offerings and the large number of
courses required to transfer [different schools have their own unique requirements, thus requiring
students to take all of them in order to apply to multiple transfer schools].) Having more students who
can complete in two years would benefit the students in terms of both federal/state financial aid and in
23
total amount of time spent in school.
Having this lab tech working over the summer could also provide more course scheduling options that
might ease some of the strain across the division created by the restrictions in the biology majors course
offerings. If sections could be moved to the evenings, classroom space could become available at other
times.
#3: With the reductions in custodial staff our laboratory rooms are not being adequately cleaned, which
is detrimental to student learning. In particular, the chalkboards are not being cleaned – if our
laboratory technician wasn’t cleaning them on a daily basis the boards would be unusable.
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.
Despite demand for evening and summer courses, we have been offering fewer sections in recent years
because of the gap in technical support. This hinders the ability of students to complete their program
(particularly biology majors and GE) in a timely fashion.
To fulfill community demand, to promote more timely completion of a long course sequence, and to
eliminate serious safety and security issues, an evening lab technician and a 12 month Micro/cell biology
lab technician is necessary for Life Sciences.
24
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
athttp://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
Life Sciences primarily serves three major student groups:
1. Allied Health/Health Science transfer students ~600 students per year
a. Courses in program needed – BIOL 31, ANAT 1, MICR 1, PHSI 1
b. Courses in other programs needed – CHEM 30A, CHEM 30B, PSY 1, SOCI 1, HLTH 1, HLTH 51A, HLTH
51B, NUTR 1, CAS 50, PSY 12
2. Biology AA & transfer students ~220 students per year
a. Courses in program needed – BIOL 2, BIOL 4, BIOL 6
b. Courses in other programs needed – CHEM 31, CHEM 1A, CHEM 1B, CHEM 12A, CHEM 12B, MTH 1,
MTH 20, MTH 37, PHYS 2A, PHYS 2B
3. Natural Science GE students ~1750 seats needed per year
a. Courses in program offered – BIOL 10, BIOL 25, BIOL 50, ENSC 10, ENSC 11
b. Courses outside of program offered – ANTH 1, ANTH 1L, ANTH 13
Our current FTEF is severely insufficient to serve the needs of these programs:
 The Allied Health pathway can only accommodate approximately 400 students entering each year, leaving over
200 students unable to start taking the classes they need, plus hundreds more when Kinesiology and other
majors that require these courses are considered. All total, the program can only accommodate about 50% of
the declared students who need it.
 The Biology pathway can only accommodate 72 students per year, leaving approximately 150 students unable to
take the classes they need (this also does not account for the Engineering and Environmental Studies students
who also need these classes). All total, the program can only accommodate about 30% of the declared
students who need it.
 Every student who matriculates at Chabot with the educational goal of transfer needs to take a Natural Science
GE course as well as a science lab (which can be either Natural or Physical Science). Every student who has an
educational goal of associates degree needs one science course in either Physical or Natural Science.
Approximately 3000 new students enter Chabot each year (an additional 1000 transfer from other colleges),
75% of whom need to complete the GE requirements. Subtracting students who will complete this requirement
through their major, approximately 1750 lecture seats are needed in Natural Science General Education courses
each year. Currently, our schedule offers 1,548 (although 660 of these could also be used to meet the Social &
Behavioral Sciences GE), which is an improvement over previous years. If half of these students complete their
lab requirement in Natural Science (and half in Physical Science), we need 875 seats. Currently we have only
576 seats, which, while still an improvement from the previous year, we can only accommodate about 65% of
the students who need it.
Our courses are all in high demand, and most have been identified as amongst the most severe campus bottlenecks –
demand greatly exceeds capacity; sections all have waitlists early in the enrollment period, always before new students
can enroll; several courses have waitlists that completely fill, thus closing the course to further enrollment.
Current FTEF in Life Sciences by program:
 Allied Health/Health Science = 26.96
 Biology = 6.06
25
In order to serve the number of students declared in these programs (note – this excludes students in other majors such
as Kinesiology, Environmental Studies, and Psychology that also need these courses) as well as in the Natural Sciences GE:
COURSE
CURRENT ADDITIONAL CURRENT ADDITIONAL
CURRENT ADDITIONAL
MAX # OF
FTEF
FTEF NEEDED SECTIONS
SECTIONS
STUDENT
STUDENT #
SECTIONS
(2013-14)
NEEDED
# SERVED
SERVED
OFFERED
(2005-08)
Allied Health/Health Science Transfer Majors
BIOL 31
9.36
4.16
18
8
432
192
32
ANAT 1
7.15
1.1
13
2
312
48
18
PHSI 1
4.95
2.2
9
4
216
96
12
MICR 1
5.50
1.1
10
2
240
48
12
Biology Majors
BIOL 2
1.56
1.56
3
3
72
72
New course
series
BIOL 4
2.42
2.08
5
4
96
120
BIOL 6
2.08
2.6
4
5
96
120
Natural Sciences General Education offered by Life Sciences Program
BIOL 10
2.6
1.56
10
6
240
144
16
BIOL 25
0.6
0.8
3
4
132
176
0
BIOL 50
1.56
2.08
6
8
96
192
16
ENSC 10
0.4
0.4
2
2
48
48
8
ENSC 11
0.72
0.72
2
2
48
96
2
Natural Sciences General Education offered by Anthropology Discipline
ANTH 1*
3.8
19
836
19
ANTH 1L
1.28
8
192
7
ANTH 13
0.2
1
44
1
* ANTH 1 can also be used to meet the Social & Behavior Sciences GE requirement
Total Natural Science GE FTEF in Life Sciences Program = 5.88
Total Natural Science GE FTEF in Anthropology Discipline = 5.28
Total Natural Science GE FTEF = 11.06
Total seats in Natural Science GE courses = 1,548 (1,356 lecture; 576 lab)
Percentage of Natural Science seats in Life Sciences Program = 31%
Percentage of Natural Science seats in Anthropology Discipline = 69%
Comparison with Physical Science GE:
Total Physical Science GE FTEF = 9.72+ (5.52 in Math&Sci, 4.2 in GEOG)
Total seats in Physical Science GE courses = 1,676 (1,460 lecture; 312 lab)
+
GEOG 1 can also be used to meet the Social & Behavior Sciences GE requirement
Conversation topics in these GE numbers:
 the Natural Sciences General Education area has approximately 50% of its seats in a single course – ANTH 1 –
and it offers very little breadth or depth in its offerings
 in adding courses to the Spring 2013, Summer 2013 and Fall 2013 schedules 4 additional sections of ANTH 1
were put on the schedule because they were high priority within Social Sciences. Only a single section of BIOL
25 and no sections of ENSC 10, which have an equal productivity level and significantly fewer sections offered,
were added because they were lower on the Science & Math priority list.
 BIOL 10 and BIOL 50 lectures actually have higher WSCH/FTEF than ANTH 1, 13, ENSC 10, or BIOL 25, as they
26

have 48 students; their overall productivity is reduced because of their associated laboratories
The majority of the low WSCH/FTEF GE courses are offered by Life Sciences
Further conversations are needed within the GE area to find an FTEF and productivity balance that best serves our
students.
Conversation topics in these majors numbers:
 Our Allied Health program is operating at approximately 50% of student demand
 Our Biology program is operating at approximately 30% of student demand
 Are these numbers on par with ALL other programs on campus? If not, we essentially saying to students “Sorry,
if you want to study the life sciences, go elsewhere.” We need a campus-wide conversation about our capacity
to meet the declared needs of students. This has begun in the Basic Skills and General Education areas, but
not in declared majors.
We know that, in the current fiscal climate, there are many competing demands for any restorative FTEF that will be
available. In order to begin moving toward meeting the needs documented above, for 2014-2015 we would like to offer:
Sections
Anatomy 1
Biology 2
Biology 4
Biology 6
Biology 10
Biology 25
Biology 31
Biology 50
Environmental Science 10
Environmental Science 11
Microbiology 1
Physiology 1
Total additional FTEF
13
3
5
4
14
5
18
8
4
2
10
10
Total FTEF
needed
7.15
1.56
2.42
2.08
3.64
1.0
9.36
2.08
0.8
0.72
5.50
5.50
27
FTEF needed
beyond rollover
----1.04
0.4
-0.52
0.4
--0.55
2.91
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: __36 total tutors; 10 learning assistants____
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Tutors/Study Group Leaders and Learning Assistants
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.
From fall 09 to spring 11, 192 Anatomy and Biology 31 students received tutoring service. In Anatomy, students with tutoring and without
tutoring had a success rate of 80% and 76%, respectively. The success rate for Biology 31 students with tutoring and without was 53% and 48%,
respectively. It is evident from the data that tutoring increases the success rate for these classes. However, budget cut has significantly reduced
the number of tutors in the Learning Connection. Students who would like to get tutoring were deterred because their schedules did not match
with the limited availability from the small number of tutors. In Spring 2013, we have students in BIOL 31, BIOl 4, and PHSI 1 who are on the
tutoring “waitlist”, because we do not have sufficient tutoring services to accommodate all students who request assistance.
In the past, students really enjoyed having Learning Assistants in the classroom. Learning Assistants are in-class tutors. Students who couldn’t
make an appointment with a tutor often sought help and advice from the Learning Assistants. Chabot College Learning Engagement in Sections
with Learning Assistants – Spring 2011 Survey indicated students were more likely to ask questions, participate in small group discussion, meet
as a group to study, talk about class topic with family and friends, do extra work to improve skill, and work harder to meet an instructor’s
expectations. Budget cut has virtually eliminated the Learning Assistant program.
Life Sciences request more science tutors/study group leaders and Learning Assistants.
28
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.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional benefit to the program.
2013-14
2014-15
Request
needed totals in all areas Request
Requested Received
Description
Amount
These are for the
consumable supplies
$39,850
$68,225
(including tax & shipping)
that are necessary for the
experiments conducted in
our laboratory classes.
These costs are detailed by
$78,965
Vendor
Division/Unit
varied
Sci&Math/Life
Sci
29
Priority
#1
X
Priority
#2
Priority
#3
class in the table below.
Please note that these
costs are lower than the
actual cost of running
these classes because we
have been regularly
scrounging at closing
biotech companies for
usable glassware, probe
tips, gloves, etc. that are
necessary for our
experiments. We make a
great effort to minimize
our annual requests!
Course
Anatomy 1
Biology 2
Biology 4
Biology 6
Biology 10
Biology 31
Biology 50
Envir. Sci. 11
Microbiology
Physiology 1
Bio/Micro
Prep
Central
Cadaver
2013-14 requests by Course
Sections Cost/sec
Total
13
$573
$7,405
3
$2180
$6540
4
$550
$2200
4
$660
$2640
10
$346
$3460
18
$290
$5220
6
$315
$1890
3
$200
$600
10
$2291.75
$22,917.56
9
$692
$6228
$605
$2420
$ 6,500.00
2014-15 requests by Course
Sections
Cost/sec
Total
13
$625
$8,125
3
$2400
$7,200
5
$605
$3025
4
$725
$2900
14
$380
$5320
18
$310
$5580
8
$345
$2760
2
$220
$440
10
$2592
$25,920
10
$762
$7620
Na
$665
$665
Na
Na
$2660
$6750
30
$2660
$6750
Total
$68,225.56
$78,965
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated
requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring
additional benefit to the program.
augmentations only
Description
Microscope maintenance
Autoclave maintenance
Flume hood maintenance
Amount
$3600
$1500
$1250
Vendor
Division/Unit
Sci&Math/Life Sciences
Sci&Math/Life Sciences
Sci&Math/Life Sciences
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Priority #1
X
X
X
Priority #2
Priority #3
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.
Description
Mileage for lab techs to obtain
supplies for experiements from
local vendors.
Amount
$400
Vendor
Division/Dept
Sci&Math/Life
Science
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Priority Priority Priority
#1
#2
#3
X
Notes
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.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and
an amount. 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.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
Description
Amount
Vendor
Division/Unit
Priority #1
Priority #2
Muscular Torso Model (x2)
9,200.00 einstein's emporium
Sci&Math/Biology
x
Human Nervous System
Model
1,800.00 carolina biological
Sci&Math/Biology
x
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Priority #3
Liver Microanatomy model
350
carolina biological
Sci&Math/Biology
x
Human Dura model
645
carolina biological
Sci&Math/Biology
x
ward's science
Sci&Math/Biology
x
Sci&Math/Biology
x
Lymphatic System model
Anatomy & Physiology
Revealed CD roms (x3)
ipad 4th gen 32GBX120
2,200
100 amazon.com
71880
Apple
Science & Math
X
ELMO TT12 document X3
1905
Troxell
Science & Math
X
CRA1Wireless Pen TabletX3
1458
Troxell
Science & Math
X
Buhl 30-ipad charging station
and storage X4
5516
Global Industries
Science & Math
X
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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 reprioritizing 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): Design of new life sciences building
Building/Location: 2100
Description of the facility project. Please be as specific as possible.
We are requesting funds to hire architects to design a new building to replace our current Building 2100. 2100 is too small to
serve our current program needs and has several pedagogical and safety issues including, but not limited to:
 No sprinkler in classrooms. This includes laboratory rooms where Bunsen burners and hotplates are frequently used;
 Fume hoods lacking in vital rooms and locations;
 Safety showers absent and eyewashes poorly located in rooms that use chemicals;
 Cumbersome media projection systems;
 Inadequate plant growth facilities;
 Insufficient space between aisles;
 Poor locations of wheelchair work stations;
 Lack of storage space to store student personal belongings to prevent contamination;
 Damaged countertops that cannot be properly disinfected;
 No separation of laboratory assistant’s office and lab space;
 Isolation of laboratory technician (safety issue);
 Poor utilization of storage space;
 Inadequate ventilation in chemical storage space and laboratories;
 History of mold contamination;
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











Hazards wiring;
Inadequate space between primary exits and emergency exits;
Gender inequality in restroom facilities;
Inoperable shades;
Instrumentation rooms lack line-of-site visibility;
Asbestos;
Corroded plumbing with lead solder;
Inadequate student study room;
Two fewer laboratory rooms than demand currently requires;
Lecture rooms of inadequate size and number;
Lack of modern technology and
Cadaver room that temporarily solves formaldehyde issue.
What educational programs or institutional purposes does this equipment support?
 Allied health and technology programs: 1,432 students
 Biology Pre-professional majors: 637 students
 GE students requiring one class in the life sciences
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
A new building 2100 will enhance student learning by resolving the following deficiencies:
 Due to an insufficient number of lecture and laboratory rooms we offer far fewer sections than demand requires and
courses are offered at times that conflict with other courses students require. This directly impacts student completion
Biology and Allied Health programs and scheduling of most other science courses.
 Our dated facility designed for science of the 1960s is inadequate for teaching modern biology. Students leave Chabot with
an inferior laboratory experience and may, as a result, be ill prepared for their future educations and careers.
 The classrooms currently contain piecemealed presentation technology, poor lighting, poor placement of screens, and
chalkboards of insufficient size, which limit the instructors ability to fully utilize instructional resources.
 Building 2100 lacks safety precautions standard to education laboratory facilities.
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
36
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing 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): Biology facilities
Building/Location: 2100
Description of the facility project. Please be as specific as possible.
Building 2100 was built in 1965. Since construction the building has been upgraded with air conditioning and a new roof. More than twenty yearsago, building 2100 was identified as a structure needing upgrades and blueprints were drawn up to renovate the building. This renovation never
materialized. Approximately sixteen years ago, an electrical fire in the microbiology classroom caused damage sufficient enough to require
remodeling of room 2124 and its adjacent preparation room. This is the only area in the building that has received significant upgrades since the
building's construction. Building 2100 was identified in Chabot College's 2005 Master Plan as a building needing renovation and was originally part
of the current Measure B Facilities Bond. It was given low priority and eventually as money became scarce was removed from the Bond's
remodeling list. In 2008 a proposal was drafted under the Community College Construction Act of 1980 to modernize building 2100. Refurbishing
of the electrical, heating, and ventilation systems and the correction of health and safety concerns were cited as objectives of the modernization.
Funding of this proposal was never procured. Building 2100 is once again listed on the 2012 Draft Master Plan as a building needing
replacement/renovation.
Health and safety standards have changed dramatically in the last 48 years, but no significant structural changes have been made to Building
2100 to comply with new standards. Our "temporary" safety solutions have been in place for decades. We have two fewer laboratory rooms than
were in the building's original design. There is not enough classroom space to meet student demand. Student completion of programs has been
reduced by the inability to offer enough classes at times when they are required. Facilities are deteriorating and are out-of-date. Classroom space
is now used for activities and technologies that did not exist in 1965, and for which they obviously were not designed. We are proposing that the
building be completely replaced, but a few problems, such as the air quality in the anatomy room (2110), are so appalling actions should be taken
immediately. These projects, in priority order are:
1. Cadaver room .Remodel The current small cadaver room (closet) is not designed for dissection and has several OSHA violations. It lacks
proper ventilation, drainage, temperature control, and storage for equipment and specimens. OSHA regulations once limited formaldehyde
exposure to 3ppm. The current standard is an average of 0.75 ppm over an eight-hour period or 2 ppm for 15 minutes. No changes have been
made to the building to meet this requirement.
37
2. Smart classrooms. Remodel Most of our classrooms contain computer projection systems, but the rooms were not designed for
them, they have a maze of wires, screens are in bad locations and lighting is poor. The blinds are inoperable. We cannot control
incoming sun glare and blinds cannot be closed as per requirements if an emergency requires a building lockdown. We would like
lighting we can control and clearly visible computer/Elmo/ microscope projection systems, which do not block the chalk/marker
boards, in all of our classrooms.
3. Greenhouse/plant growth facilities. Remodel Our current facility for growing plants is nonfunctional. This inhibits the activities we conduct in
Biology 6, Biology 10 and Environmental Science 11. A greenhouse would be ideal.
4. Student lounge. Remodel Due to the nature of our classes, food and drink are not allowed in our classrooms. Students typically have lecture
and lab back to back in a 4hr 20min time block. Most students are also taking other classes. It is not uncommon for biology majors to spend nine
or more hours on campus. Consequently, students sit on the floor in the hallway to take a break or have lunch. This creates a hazard when
cultures and chemicals are transported in the hallway. Currently we are planning to convert 2112 to a student lounge, but the room requires
upgrades.
5. Fire safety .New construction The National Fire Protection Association (NFPA) Life Safety Code recommends two or more exits in every
laboratory, which are to be located at opposite ends of the room. Only room 2124 meets this standard. Building 2100 only has a sprinkler system
in the prep. room.
6. Standard safety equipment including fume hoods, safety showers, eye washes, ventilation systems, and plumbing upgrades .New
construction Our fume hoods are 48 years old and some were installed in inconvenient locations. Some of our rooms lack safety showers and
permanently installed eyewashes. Our ventilation is inadequate and we require plumbing upgrades to prevent contamination of the sewer system.
The pipes in 2100 have lead and corrosion and leaks are becoming more frequent. Faulty plumbing has resulted in mold growth in several areas
of the building.
7. Preparation room upgrades .New construction Locations and configurations of our current preparation and student project rooms are no
longer in compliance with safety regulations. Currently we have two separate preparation rooms that are each managed by one laboratory
technician. For safety reasons, our laboratory technicians should not work alone in the preparation rooms, yet this is common practice due to our
building constraints. Our laboratory rooms have side storage rooms, which were originally designed as student project rooms, but can no longer
be used as such because they do not allow for the required line-of-site observation by the instructor.
8. Laboratory classrooms of adequate size and number .New construction Building 2100 originally had eight laboratory classrooms. One of
these (2108) is used exclusively for lecture and another is now our central stockroom. Six functional laboratory classrooms remain. This number is
insufficient to offer classes when they are needed while also having time for equipment set-up between classes.
Many of our laboratory rooms have less space than is desirable between workstations, creating potential spill hazards as students move about.
Shelves obstruct windows and some windows do not open. Additionally, counter space, and in some cases electrical capacity, is insufficient for
the technology needed for modern biological experiments and computer stations. Lab workstations are not designed for computerized recording
and analysis of experiments. Bringing in the computers clutters the workspace and the aisles, creating multiple potential hazards. Room 2124, our
only remodeled classroom, was constructed with low-grade materials. The countertops are burnt, gouged, and have exposed raw wood. This is a
serious issue in a Microbiology Laboratory, which requires regular disinfection. Chabot has more than enough student enrollment demand for at
least eight biology laboratory rooms, ideally none of which would be smaller than our current 2130.
38
9. Gender equity concerning restroom facilities .New construction The current men's restroom in 2100 contains 3 sinks, 4 urinals, and 2 toilet
stalls. The woman's facility is much smaller and contains only 2 sinks and 2 toilet stalls. The next nearest student restroom in 3900 is a men's
facility. To exacerbate this situation, the majority of the courses offered in 2100 are designed for Allied Health majors whom are mostly women.
10. Lecture rooms of adequate size and number .New construction Our main lecture room 2108 was originally a laboratory room designed to
accommodate a class of 20 students. Laboratory fixtures such as a fume hood and storage cabinets have never been removed and occupy
valuable floor and wall space. We have been prevented from making small structural changes due to the hazard of exposing asbestos. Today we
hold lectures with 48+ students in 2108 even though it is an unacceptably cramped space with virtually no aisles between student desks. Our
second lecture room, 2112, is too small for even our smallest classes. We have need for at least two lecture classrooms, each built for occupancy
of 56 students.
11. Space for contemporary laboratory equipment .New construction Allied Health and Biology students will work in the medical and
biotechnology fields, which demand sophisticated skills. Students can only acquire these skills in modern laboratory with 21 st century equipment.
Space restrictions prevent us from obtaining large equipment.
12. Pond.New construction Biology department lost its pond to accommodate the construction of 3900.
What educational programs or institutional purposes does this equipment support?
Biology majors, Allied Health majors, and General Education.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
1. Provide a safer environment for student learning.
2. Additional rooms will allow us to offer the number of classes we need at the times they are required. It will allow us to coordinate biology
classes with other STEM classes so that students can have a reasonable schedule and complete their program faster.
3. Space for modern equipment will better prepare students for transfer and employment by giving students experience with laboratory
techniques of the 21st century.
39