Chabot College
Academic Program Review Report
Year Three of
Program Review Cycle
Final Summary Report
Physics
Submitted on Feb 28, 2013
Preparer: Timothy A. Dave, Nicholas Alexander,
Scott Hildreth, Shannon Lee
Final Forms, 1/18/13
Table of Contents
Section A: What Have We Accomplished? ................................ 1
Section B: What’s Next? ........................................................... 2
Required Appendices:
A: Budget History .........................................................................................3
B1: Course Learning Outcomes Assessment Schedule .................................4
B2: “Closing the Loop” Assessment Reflections ..........................................5
C: Program Learning Outcomes....................................................................9
D: A Few Questions ...................................................................................11
E: New Initiatives ......................................................................................12
F1: New Faculty Requests ..........................................................................13
F2: Classified Staffing Requests ..................................................................14
F3: FTEF Requests ......................................................................................15
F4: Academic Learning Support Requests .................................................16
F5: Supplies and Services Requests ............................................................17
F6: Conference/Travel Requests ................................................................18
F7: Technology and Other Equipment Requests ........................................19
F8: Facilities Requests ................................................................................20
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:







What program improvement goals did you establish?
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.).
We had the following Program Goals for Year 1 of the Cycle for Physics:
1. Design, Build, and Move to New Physics Labs (Building 1800)
2. Install upgraded Physics laptop computers, and maintain computer carts, to provide
students with required lab/discussion resources, simulations, data acquisition tools,
analysis software, and group/homework tools.
3. Prepare curriculum proposal for realignment of Physics 4ABC to four-semester
sequence
4. CLO/PLO completion and review
5. Examine Physics 18 preparation for students entering Physics 2A/4A
6. Examine Physics 22A/22B results vs. creation of specific calculus-lite Physics sequence.
7. Maintain Physics labs
8. Reestablish Physical Science 15
We were able to achieve Goals 1-7. Coal 8 has remained elusive due to FTEF limitations. But
we will continue to pursue it because Physical Science 15 as a course offering, can be tied to
CSUEB’s Environmental Studies 1000 course, which is a pre-requisite for science teachers.
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We are pleased that we have our new facilities in Building 1800. What sets this effort apart is
the innovation of the labs (ie. Configurable to any arrangement from lecture to lab experiment
mode) and tutorial center as a place for student to gather, talk and study. Placement of this
room between labs, with windows between, lends itself collaborative group efforts between
each space. The recognition that the “learning space” is every bit an essential tool (as for
instance the textbook) to foster greater learning is a first for Chabot. We continue to look for
opportunities to share the facility with interested colleagues. The glass wall and wall-to-floor
whiteboard had garnered continual praise from students and faculty alike, as a place that is
inviting and “pulls you in” as a space for collaboration and study.
The greatest challenges to our efforts of the last few years are those that are largely out of our
hands, namely the economic state of California and the Community College system. However,
three fronts of concern that are within our ability to effect a change and are being addressed:
a) Using our innovative building and facilities in the most efficient and productive manner.
b) Establishing even greater collaboration, partnership and idea exchange between
ourselves and our immediate administration and working that into achievable goals for
furthering STEM development within the Math Science division.
c) Rearranging our curriculum to better serve the greatest number of our students in ways
which increases their learning, information retention, and facilitates efficient
articulation through our academic system.
d) A continued effort to lobby for and search for funding to help supplement funds most
likely need for equipment and instructional aides.
e) A continued effort to establish a center of Science and Engineering Excellence, with
multiple financial sponsors such as that established at Contra Costa College.
Just to take a moment to readdress a difference of opinion that we the Physics faculty still think
is critical to future students success, is that of Physics 5. The proposal to replace Physics 5 with
Physics 4D was cancelled by the Dean just before it was to be submitted, on the basis that it
required Physics 4C as a pre-requisite. (Currently Physics 5 can be taken by students who have
completed 4B as well as those who have completed 4C.) The Dean’s rationale for stopping the
proposal was that it would require Chabot students to take more than two years to complete
their necessary courses before transferring to a four-year institution like UC Berkeley.
The full-time faculty disagreed with this decision. We believe that making Physics 4C a prerequisite to Modern Physics is necessary, as the concepts of waves and thermodynamics
brought out in Physics 4C are essential to understanding concepts in Modern Physics. Las
Positas faculty shared their belief in the proposal creation process that making their 8C a prerequisite to their 8D class was the proper approach as well.
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As a result of the decision to pull back the Physics 5 to 4D change, Chabot is left with its current
plan of offering Physics 5, along with Physics 4C, only in Spring, to be taken simultaneously by
students who might need both to transfer. We don’t have sufficient FTEF allocation to offer
more sections of either course.
As the discussion about Physics 5 and 4D took place, and at the request of the Dean, we were
asked whether Chabot could change its curriculum from its current four-semester model to a
three-semester model, so that transfer could be accelerated for students who were able to do
so. We compared the physics programs for many of the local community colleges (including
LPC, Ohlone, CSM, CCSF, DVC, and Contra Costa) as well as for the local four-year schools (San
Jose State, UC Berkeley, Davis, Cal Poly) that seem to be the most popular transfer institutions.
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B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.




What goals do you have for future program improvement?
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?
a.) We are considering adding a new intermediate 1-year physics sequence, to be called Physics
3AB, replacing 2AB, that includes calculus but offers our students the option of taking Math
15/16 rather than requiring the more rigorous Math 1-2-3 sequence.
The course would be designed primarily for students in the biological sciences that desire to
transfer to universities, and who need a year of physics, but do not need the complete
engineering-level sequence of Physics 4ABC (with their pre-requisite math courses). There are
of course some majors in biochem and pre-med, and some four-year schools, where the more
rigorous sequence of math and physics might still be required.
The proposed Physics 3AB courses would match those offered already at UC Davis, at UC
Berkeley, and many other schools. However, we will not have the FTEF to offer this sequence
*as well as* keep the existing Algebra-based Physics 2AB. If the proposal does move forward
successfully, we would eliminate that sequence from our catalog by 2015.
b. We are considering swapping the content order of Physics 4B with that of Physics 4C. This
effort would bring the presentation of content more in line with when particular subject are
covered in the Math courses so that students would have a firm foundation established in Math
before that knowledge would be needed and required to be applied in a Physics class.
c. We are in the process of re-establishing a Physics major, subsequently working with Jane
Church with regard to curriculum requirements and articulation.
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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
Technology/Equipment
Other
TOTAL
2011-12
Budget
Requested
1
8,947
From Bond
for
Equipment
Physics 4C
2011-12
Budget
Received
0
8,947
2012-13
Budget
Requested
1
0
2012-13
Budget
Received
0
0
$1,800
supplies
1,800
supplies
1,800
supplies
1,800
supplies
0
0
10,747
0
0
10,747
0
0
1,800
0
0
1,800
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.
Because funds purchased equipment for Physics 5 which we are looking to realigned to include a lab ,
we are pursuing this effort and have been using equipment in Physics 5 classes offered this semester as
as demonstration and lab curriculum creation.
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?
So far, inquiries and surveys of students have not shown a indication of negative impact.
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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:
Spring
2013
Fall
2013
Spring
2014
Fall
2014
Spring
2015
Fall
2015
Spring
2016
Fall
2016
Spring
2017
Courses:
Group 1:
Group 2:
Group 3:
Group 4:
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
Full
Assmt
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
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Discuss
results
Report
Results
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
Physics 4C
Spring 2012
2
2
100%
Fall 2012
Timothy Dave, Nicholas Alexander,
Shannon Lee, Scott Hildreth
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 COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Demonstrate knowledge of applied physics through
research papers, projects, labs and/or assignments
(CLO) 2:
An ability to identify, formulate, and solve applied
physics problems.
Defined Target
Actual Scores**
Scores*
(eLumen data)
(CLO Goal)
50% score 3 or 4 75% score 3 or 4
50% score 3 or 4 75% score 3 or 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 assessment cycle?
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PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
We are above the target goal for students demonstrating an understanding of precision
and accuracy, based on this CLO and when it is assessed in the class.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We will continue to stress the the need for students to demonstrate knowledge of
applied physics through research papers, projects, labs and/or assignments
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
We are above the target goal for students demonstrating an understanding of precision
and accuracy, based on this CLO and when it is assessed in the class.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We will continue to stress the need for students to identify, formulate and solve applied
physics problems.
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PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
1. Physics education researchers determined that the traditional lecture-based physics
course where students sit and passively absorb information is not an effective way for
students to learn. A lot of students can repeat the laws of physics and even solve complex
problems, but many are doing it through rote memorization. Most students who complete a
standard physics class never understand what the laws of physics mean, or how to apply
them to real-world situations. As an effort to determine effective modalities using a
“flipped classroom” have been instituted in one two Physics sections as an opening study.
The tenets that drive The Flipped Classroom Model are:
• The learners need to be personally connected to the topic. Student engagement is the key
to learning. This is more likely to occur through engaging experiential activities.
• Informal learning today is connected, instantaneous, and personalized. Students should
have similar experiences in their more formal learning environments.
• Almost all content-related knowledge can be found online through videos, podcasts, and
online interactives, and is more often better conveyed through these media than by
classroom teachers.
• Learning institutions are no longer the gatekeepers to information. Anyone with
connections to the internet has access to high level, credible content.
• Lectures in any form, face-to-face, videos, transcribed, or podcasts, should support
learning not drive it nor be central to it.
2. We modified CLO’s to make more workable with the eLumen system.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
We are in the process of assessment of a “flipped classroom environment”. And when
coupled with our physical learning environment in the form of building 1800 with our
physics tutorial center and reconfigurable labs, we are encouraged like Dr.Eric Mazur,
Professor of Physics at Harvard…” “I think the answer to this challenge is to rethink the
nature of the college course, to consider it as a different kind of animal these days….A
course can be a communication across time about a discrete topic, with a different temporal
existence than the old doing-the-homework-for-the-lecture routine. Students now tap into a
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course through different media; they may download materials via its website, and even
access a faculty member’s interests and bio. It’s a different kind of communication between
faculty and students. “
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 X Resource based
 X Change to CLO or rubric
 X Change to assessment methods
 Other:_________________________________________________________________
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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.
Program: _Physics though at the moment there is no major. However, an effort is proceeding
forward to restore the Physics Major at Chabot College.
 PLO #1:
Students will cultivate the ability to apply knowledge of physics to current real-world
applications. (Physics 4ABC)
[More specifically as an outcome: Demonstrate knowledge of applied physics through research
papers, projects, labs and/or assignments.
 PLO #2:
Students will cultivate the ability to identify, formulate, and solve applied physics problems.
(Physics 2AB)
[More specifically as an outcome: Demonstrate an ability to identify, formulate, and solve
applied physics problems.
What questions or investigations arose as a result of these reflections or discussions?
We are investigating how to use multi-media resources and online course tools to address
these PLOs. One faculty member is “flipping” the classroom with extensive video clips made
available outside of lecture, delivered through a new online tool. One faculty member is
utilizing an online homework/media tool with lined YouTube clips to encourage student
application and extension.
What program-level strengths have the assessment reflections revealed?
Now that we have two innovative and almost fully functional technology enabled learning
environments in the form of our labs and student tutorial center in building 1800, it now
remains to exploit this critical tools to enhance the learning process in Physics and Astronomy.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
To initiate greater Collaborative learning—students working during class in small groups with
shared laptop computers and provide Media-rich visualizations and simulations delivered via
laptops, iPads and the Internet
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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? 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
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)?
We are working with other subject areas within the Math-Science division to determine this.
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be.
YES
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Appendix E: Proposal for New Initiatives (Complete for each new initiative)
• NO NEW INITIATIVES
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?
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Activity (brief description)
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:
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Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category
1000]
• NO REQUEST
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty
and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
1. Number of new faculty requested in this discipline: ____
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3. Rationale for your proposal. Please use the enrollment management data. Additional data that will
strengthen your rationale include FTES trends over the last 5 years, persistence, FT/PT faculty ratios,
CLO and PLO assessment results and external accreditation demands.
4. Statements about the alignment with the strategic plan and your student learning goals are
required. Indicate here any information from advisory committees or outside accreditation reviews
that is pertinent to the proposal.
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Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct.
Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite
any evidence or data to support your request. If this position is categorically funded, include and
designate the funding source of new categorically-funded position where continuation is contingent
upon available funding.
1. Number of positions requested: ______
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Lab Technician
to support Astronomy & Physics labs
2.
3. Rationale for your proposal.
Physics and Astronomy is still in need of a Laboratory Technician to assist with the set-up and take-down
of astronomy & physics labs, and with the organization, upkeep, and repair of lab stockroom equipment
and supplies. This position has been requested consistently in every unit plan Physics and Astronomy
have submitted in the past 10 years, and we still are without help. Our colleagues in Astronomy and
Physics at Las Positas have help. Our colleagues in Biology and Chemistry have help. Why is Chabot’s
Astronomy & Physics program the only lab science serving students who are transferring to four-year
schools without help?
It has been acknowledged that the workload for typical physics lab classes is worth the increased lab
load factor, which we have petitioned for and received. While this indicator is a confirmation of the
workload (ie. Grading lab reports) it does not fully appreciate the considerable time required in both set
up and tear down of lab experiments, nor does it truly realize the amount of time devoted to
maintenance of lab equipment and repair of said equipment by the teaching faculty.
Simply put the learning experience attained in the lab environment is not realized if there are no labs
that are available because the instructor has not the time to fully set them up and prepare a adequate
lesson plan to exploit the fullest measure of educational value within a Physics experiment. Assistance is
needed in the form of additional personnel to aid in this process, which may take several hours. Likewise
assistance is needed in maintenance and repair of equipment. Ultimately the greatest benefactors of
this added help are the students who will be able to perform lab experiments that might not been
available because the limited time of his or her instructor.
Laboratory technician assistance relates to our overall program goals of improving student success, and
increasing the number of transfer students heading to four-year schools. Specifically, lab tech support
will enable:
a) Improving student success, as faculty currently devote as much as 2 hours a week in set-up and
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take down of equipment per lab. That time could be spent with students, and improving
curriculum relevance as well as completing student and course learning outcome studies.
b) Accelerating introduction of new pedagogy proven to help students learn. New computer-based
data acquisition labs are available, showing great promise to help our students develop
necessary skills in scientific critical thinking, experimentation, and data analysis. These are some
of the most difficult to set up, requiring as many as 10 different components per lab station to
be arranged, connected, and tested.
c) Improve program efficiency with limited budget funds, by helping in the repair of broken
equipment, rather than leaving it to be discarded because no one has time to get it fixed.
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.
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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 .
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Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
• NO REQUEST
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal . Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: ______
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact
on student learning outcomes and alignment with the strategic plan goal. Indicate if this request is
for the same, more, or fewer academic learning support positions.
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Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
• NO REQUEST
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of
funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000
and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix
M6. Justify your request and explain in detail any requested funds beyond those you received this year.
Please also look for opportunities to reduce spending, as funds are very limited.
Project or Items
Requested
2012-13 Budget
Requested Received
$
2013-14
Request
$
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Rationale
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development
Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the
name of the conference and location. Note that the Staff Development Committee currently has no
budget, so this data is primarily intended to identify areas of need that could perhaps be fulfilled on
campus, and to establish a historical record of need. Your rationale should discuss student learning goals
and/or connection to the Strategic Plan goal.
Conference/Training
Program
American Association of
Physics Teachers – New
Physics and Astronomy
Faculty Workshop. June 1720, 2013
2013-14 Request
$466.00
Rationale
Since 1996, the American Association of Physics
Teachers has sponsored workshops designed to
help new faculty understand how to become more
effective educators.
Data suggest that this inadequate attention to
teaching, especially in introductory science and
math courses, is responsible for driving students
away from undergraduate majors in science,
mathematics and engineering.
To improve the quality of physics teaching on a
national scale, AAPT created the New Faculty
Workshop. Each workshop presents a small
number of techniques that have proven to be
effective in a variety of environments. These tactics
can be implemented with minimal time and effort.
Home institutions are expected to cover one half of
the travel expenses for participants to get to the
two conferences. This includes airfare and meals on
travel days. Scholarships will be available for
participants whose home institution cannot use
funds for out-of-state travel.
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Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests. If you're requesting classroom
technology, see http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the
brands/model numbers that are our current standards. If requesting multiple pieces of equipment,
please rank order those requests. Include shipping cost and taxes in your request.
Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are
less expensive should be requested as supplies. Software licenses should also be requested as
supplies.
Project or Items
Requested
Purchase of iPads
2012-13 Budget
Requested Received
$3595.00
2013-14
Request
$$3595.00
Rationale*
Project Description: iPad Learning
Initiative (iPad)
Project Objective: iPad objective is to
find, create, and implement new
techniques in both physics and astronomy
classroom and labs instruction using the
iPad learning device. Our goal is to
increase access to current electronic
learning materials . The expected
outcome of this initiative is to facilitate
greater understanding physical
phenomenon across the whole of the
Physics curriculum. Also, to provide
Increased access to current and relevant
course material (E-Books, online sites)
thus providing increased learning.
* 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.
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Appendix F8: Facilities Requests – NO REQUEST
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities
Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current
needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement
needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two
to be used as match if and when the State again funds capital projects, and to fund smaller projects that
will directly assist our strategic goal. The FC has determined that although some of the college's greatest
needs involving new facilities cannot be met with this limited amount of funding, there are many smaller
pressing needs that could be addressed. The kinds of projects that can be legally funded with bond
dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities."
Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests. If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
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