Chabot CollegeProgram Review Report

2014 -2015

Year 3 of Program Review Cycle

“You are in the same cycle as last year!”

Submitted on 11-1-2013Contact: Mireille Giovanola

Final Forms, 1/18/13

Table of Contents

Divisions/Programs remain in the same cycle year for 2013-2014 ___ Year 1Section 1: Where We’ve BeenSection 2: Where We Are NowSection 3: The Difference We Hope to Make

___ Year 2Section A: What Progress Have We Made?Section B: What Changes Do We Suggest?

_X__ Year 3Section A: What Have We Accomplished?Section B: What’s Next?

Required Appendices:

A: Budget HistoryB1: Course Learning Outcomes Assessment ScheduleB2: “Closing the Loop” Assessment ReflectionsC: Program Learning OutcomesD: A Few QuestionsE: New InitiativesF1: New Faculty RequestsF2: Classified Staffing RequestsF3: FTEF RequestsF4: Academic Learning Support RequestsF5: Supplies and Services RequestsF6: Conference/Travel RequestsF7: Technology and Other Equipment RequestsF8: Facilities

PACE PROGRAM REVIEW - YEAR THREE

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.

YEAR 1 GOAL: Agreed upon PLOs that genuinely define the program.

We proposed to have our CLOs assessed by the end of the three-year cycle, and to request faculty and student feedback to facilitate the development of our curriculum on a yearly basis.

We have two PLOs, but have not been able to assess them.Our program is inter-disciplinary. PACE PLOs are not specific to any one discipline, but try to capture what we would like our students to get out of the program in general while they pursue their educational and career goals. Also, in the past three years, all but two of our instructors were adjunct faculty members in the discipline they teach for PACE.

PACE instructors met voluntarily once in fall 2011 to discuss the program. We have assessed CLOs and provided Closing-the-loop forms (ANTH 1, COMM

30, PSY 33) as requested by other disciplines. We have asked for students’ feedback informally by e-mail.

YEAR 2 GOALS:

1. Revise PACE criteria, and post them on the PACE website.This has been accomplished. See below “What best practice…”

2. Revise the PACE Application Process, and post it on the PACE website.This has also been accomplished. See below “What best practice…”

3. Assess the program’s effectiveness, and 4. Revise the PACE curriculum.

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We have made, and are making changes to the curriculum to align our offerings with offerings in Math and Communication Studies. In spring 2014, Math 43 will replace Math 31. Starting in fall 2014, Math 53 will be offered in lieu of Math 65 and 55). We are no longer offering Communication Studies 30.

We are working with other disciplines, notably English, to ensure that we do not offer the same courses at the same times.

We are in the process of right sizing the program so it is more cost effective. Starting in fall 2012, we stopped offering Math 104 through PACE. We thank Dean

Vo-Kumamoto for facilitating enrollment of PACE students in a non-PACE Math 104

evening section in spring 2013. In spring 2014, we will not offer Psychology 12 and 33. Starting in fall 2014, we will alternate offerings for course sections that do not fill

wholly or mostly with PACE students. We have replaced the on-campus Art History 1 section with an online section

of Religious Studies 50 to offer our students greater scheduling flexibility. RELS 50 and ARTH 1 satisfy the same requirements.

5. Advocate for greater resources for our students.

We have been requesting more funds for our counselor, as well as services for evening and Saturday students (access to library and computers, tutoring and peer counseling hours), and space where evening and Saturday students can meet informally. Although most of our requests have not been honored due to lack of college funding, we welcome the fact that the library is now open later on Thursday.

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.

1. Review of the PACE curriculum and development of a plan to streamline the program

(starting in fall 2011 and ongoing).

We are reviewing our course offerings to streamline the program and make it more cost effective (this was also addressed above).The rightsizing is/will be based on the number of PACE students that enroll in PACE classes by the time we open the classes to all students, rather than by the number of students flagged PACE for two reasons: 1. We simply do not have an accurate count of true PACE students, and

have not been able to get the name of students flagged PACE to check their current PACE status. We know that there is a disconnect between the number of students we have on our list, and the number given to us by BANNER.

2. We cannot force PACE students to enroll in PACE classes for all their GE requirements, despite their signing an agreement to do so, and despite

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regular e-mail reminders from the PACE counselor and class visits from the PACE coordinator.

We are reviewing our ratio of evening/Saturday/online courses.We do not have data for PACE only, but according to the aggregate data on persistence rates for online vs. traditional classes for spring 2012, face-to-face success rates were higher for History 7 and 8, Psychology 1, and Sociology 1, while online success rates were higher for Health 1 and Humanities 65. In fall 2013, face-to-face success rates were higher for English 1A and 4, Health 1, Humanities 65, Psychology 1, Sociology 1, and Religious Studies 50, while online success rates were higher for Anthropology 1, English 7, History 7, 8, 12, and Health 4.PACE students’ preference for different types of classes varies according to theirschedule and computer literacy. We are also arguing that evening and Saturday face-to-face and hybrid classes are more likely to help students develop their own support system when very little support is available on campus at those times. In fall 2013, we decided to offer History 8 as a face-to-face class in response to students’ requests. We are in the process of assessing whether we should alternate offering the class online and face to face. In spring 2014, we will offer an online section of Religious Studies 50 to replace the face-to-face Art History 1.

2. Development of a streamlined PACE application (fall 2011; ongoing revision).

The document explains the criteria for admittance to the program, and the pathways we offer. Students must submit an essay explaining why they think they qualify for the program, as well as all college transcripts. Ref.: PACE Application at http://www.chabotcollege.edu/PACE/

Goals (Chabot College 2012-2015 Strategic Plan, specifically #3, 5, 6, and 7):

To help students focus on their academic goals. To help students identify past and possibly present hurdles to their academic

persistence and success. To make the best use of PACE counselor Julie Machado’s drastically reduced

contact hours.

3. Establishment of mandatory orientation meetings for first-time PACE students.

PACE counselor Julie Machado conducts four to six meetings each semester, before and during the following semester’s registration period.

Goals (Chabot College 2012-2015 Strategic Plan, specifically #1, 2, 3 and 4):

To acquaint prospective students with the program. To encourage prospective students to meet other PACE students. To maximize PACE Counselor Julie Machado’s limited contact hours.

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4. Collaboration with other divisions (ongoing). This has also been addressed above.

Course offering and scheduling, especially with the Science and Math, and Language Arts divisions.

Curricular changes such as the elimination of MTH 104 and COMM 30 from the PACECurriculum, and the addition of RELS 50.

CLO assessment and Closing-the-Loop discussion (ANTH 1, COMM 30, PSY 33), as requested by other disciplines.

Requests for recommendation for new instructors. Resolution of instructional and student issues/conflicts.

5. Dissemination of transfer information to our students (ongoing) by

Hosting representatives from our main transfer schools (CSUEB, St Mary’s, HolyNames) so students can meet with them.

Participating in College transfer fairs. Sending e-news about transfer schools, deadlines, scholarships, and special

eventsto our students.

Are these best practices replicable in other disciplines or areas?

Yes! Counselors schedule classes that offer joint counseling to a large group of

students with similar needs, in an effort to maximize their limited time. The word “pathway” is recurrent in the Chabot College 2012-2015 Strategic

Plan. If pathways are truly seen as helping students persist and succeed in college, then let ussupport programs such as PACE and others who already offer an integrated approach to learning.

What were your greatest challenges?

Lack of funding for the PACE Counselor since July 1st, 2011.

Loss of clerical help in 2011.

Little academic support and few or no services for evening and Saturday students.

Difficulty filling classes with PACE students only.According to Carolyn Arnold (e-mail of 2/26/2013), there were 1,196 PACE-flagged (Major Code 2) students in fall 2012. If the number is accurate (we have been askingAdmission and Records for additional information), we should have no problem filling our classes with PACE students, even if all the students took

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only one PACE class per semester. Unfortunately, students admitted before spring 2012 were flagged PACE when they first took a PACE class because there was pressure to fill our classes. Many of these students take PACE classes sporadically, when it is convenient. We are in the process of identifying and un-flagging these students. From spring 2012, we have asked students to fill out an application and sign a pledge stating that they will take only or mostly PACE classes to satisfy their GE requirements. Most of these students do not honor their commitment. At this time, we simply do not have the means (time, data) to track every student, and the power to make sure that they stick to their commitment.

This has two unfortunate consequences:1. Because we cannot fill most PACE classes with PACE students only, we

have to openup classes to all students. This goes against the goals of the program and

makes itimpossible for us to track PACE student persistence, success, and transfer rates.

2. Due to lack of funding for the PACE counselor, we cannot afford to offer counseling to

students who are flagged PACE, but who take mostly non-PACE classes, or no PACE classes in a given semester.

Difficulty in tracking student progress through the program and Lack of good data (persistence, success, transfer rates) for PACE students.

We still do not have pertinent data for PACE because1. We have a mix of PACE and non-PACE students in many of our sections.2. Our list of PACE students changes on a semester basis, as students have

completed their GE requirements, as we accept new students, and as we un-flag the

students who do not take PACE classes. Julie Machado informs Admission and Records of the changes. Again, we simply do not have the time and means to keep track of all the students flagged PACE.

There has been some confusion about program “ownership”. PACE has been and is stillpart of Social Science and thus under the supervision of the dean of Social Sciences. PACE courses are paid for by a Social Sciences/PACE fund. We work collaboratively with deans from other divisions and welcome their suggestions and help, but our primaryconcerns are our students’ needs and the integrity of the program, including

theretention of well-liked instructors and courses that satisfy our pathways’

requirements.

Were there institutional barriers to success?

Yes. The most important are: Lack of College funding for the PACE Counselor.

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Lack of good data to address student persistence, success, and transfer rates, despite everyone’s efforts, especially Carolyn Arnold’s, and for reasons already stated above (Best Practices #1 and Challenges, various).

Little to non-existent support for evening and Saturday students. Changes in the program mission forced on us by budgetary constraints.

Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios, CLO/PLO assessment results, external accreditation demands, etc.).

Most of these issues were addressed in various places above. We unfortunately do not have data on PACE students’ persistence and success.

FT/PT faculty ratios:Spring 2013: The program offered 23 courses or sections (2 sections of

English 1A) across 4 divisions (if we put together Social Sciences and SotA).

3 Full-time faculty members taught 1 course each in their discipline.15 Adjunct faculty members taught a total of 21 courses or sections.

Two of these faculty members are full-time at Chabot, but not in the discipline they teach for PACE.

Fall 2013: The program is offering 20 courses or sections (2 sections of English 1A)

across 4 divisions.3 Full-time faculty members are teaching 1 course each in their

discipline.12 Adjunct faculty members are teaching a total of 17 courses or sections. Two of these faculty members are full-time at Chabot, but not in the discipline they teach for PACE.

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?

1. Obtain College funding for the PACE counselor (immediate need).

We are requesting financial support from the College, and are including a request for funding in this report. In an effort to conserve money, Julie Machado has both volunteered some of her time, and taken time off. Other sources of funding (grants, for example) are also considered.

2. Redefine and streamline the program

We are balancing the need to preserve the model of a PACE community with the need to fill classes. To do so, we are evaluating class offerings based on actual enrollment figures by the time we open PACE classes to all students. We have already started to right size the program.

3. Keep up with state-mandated changes in student matriculation, progress, and transfer.

4. Keep lobbying for services and academic support for our students.

Requests for facilities and tutors are included in this report.

What recommendations do you have to improve the Program Review process?

1. Please try not to change the format every year. Cut and paste was not particularly easy. I had

and especially hard time with the formatting of the tables in the appendices.

2. Feedback is always appreciated. Thank you.

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Appendix A: Budget History and Impact

Audience: Budget Committee, PRBC, and AdministratorsPurpose: 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.

Category2012-13 Budget

Requested

2012-13 Budget

Received

2013-14 Budget

Requested

2013-14 Budget

ReceivedClassified Staffing (# of positions) Clerical help,

Part time (10 hrs/wk)

0 Clerical help,Part time(10 hrs/wk)

0

Supplies & Services $0 $0 $93.00 $0Technology/Equipment $0 $0 $0 $0Others: Funding forPACE CounselorPeer advisingEvening tutors (Math and English)

$05 hrs/wk5 hrs/wk

$000

15 hrs/wk5 hrs/wk5 hrs/wk

$000

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.

None of our requests were honored.

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?

2.1. PACE STUDENT POPULATION AND PROGRAM STAFF

According to Carolyn Arnold, there were 1,196 PACE-flagged (Major Code 2) students in fall 2012. According to our unofficial count, we currently serve between 350 and 400 active PACE students who are taking at least one PACE course every semester. This may be a conservative estimate.

Most of our students are working adults who cannot attend day classes and need a flexible, non-traditional course schedule. The PACE program offers courses that allow our students to transfer, primarily to CSU, East Bay PACE Program, and majoring in either Human Development or Liberal Studies. Our students depend on our course offerings to fulfill their transfer requirements. In addition, PACE has partnered with ECD, and provides general education courses for ECD majors. PACE has also partnered with ACOE (Alameda County Office of Education) Paraeducator Program, and provides all general education and lower division courses so students in this program can fulfill their transfer requirements to CSU, East Bay.

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The PACE program staff currently consists of a PACE coordinator (Mireille Giovanola –3CAHs/semester reassign time), a counselor (Julie Machado – 7-8 hours/week) andcourse instructors, most of whom are adjunct. Social Sciences Administrative AssistantCheryl Sannebeck provides some clerical support.

2.2. PACE COUNSELING AND THE IMPACT OF NOT GETTING ADEQUATE FUNDING

FOR OUR COUNSELOR:

PACE counselor Julie Machado does the following:

Reviews prospective PACE students’ applications with the PACE coordinator. Evaluates new applicants’ transcripts for proper placement into classes. Conducts mandatory information meetings for prospective PACE students (4-

6 meetings per semester).

Meets with individual PACE students, and devises study plans for them (afternoon and

evening hours). Maintains case files for T3 students (Paraeducator program, funded by ACOE). Responds to students’ e-mails. Meets on a regular basis with the PACE coordinator to discuss Program needs,

criteria, staffing, scheduling, and specific PACE students, as needed.

Regularly communicates with PACE students and faculty via newsletter.

According to Carolyn Arnold’s data (e-mail of 2/26/2013), there were 1,196 PACE-flagged(Major Code 2) students in fall 2012. Since July 1, 2011, we have not had adequate funding for the PACE counselor. We are requesting funding for 15 hours of counseling per week.

We simply cannot serve our students as well as we should, despite streamlining theapplication process and requesting new students to attend a mandatory orientation meeting so they can learn more about the program and the services it offers. An Ed planrequires ½ hour on the part of a counselor, and that is a best-case scenario. Many of ourstudents are coming back to school after several years, and many have attended several schools in the past. All their transcripts must be evaluated for proper class placement. Also, wecannot keep good track of our students and make sure they follow their Ed plan and honor their commitment to take PACE classes to fulfill their GE requirements.

2.3. THE NEED FOR ADMINISTRATIVE/CLERICAL HELP.

There was clerical help until 2011.The PACE coordinator and counselor positions are “part-time” positions. Without an

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administrative assistant, the tasks usually performed by this individual have become theresponsibility of the program coordinator and counselor which essentially takes time away fromworking directly with students to answer phones, make appointments, explain the program toeveryone who calls in or emails for information. However, I would like to note that we have received help from Social Science Administrative Assistant Cheryl Sannebeck for the following: classroom scheduling, PAFs for counselor and instructors, and course schedule.

2.4. THE NEED FOR TUTORING/PEER ADVISING

As stated earlier, evening and Saturday students do not have access to the same academicand support services as other students. While we cannot say how access to library servicesand academic support would boost student persistence and success rates because we do nothave the relevant data, it is fair to say that our students’ persistence and success rates would be expected to increase with increased access to these services.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.

As stated elsewhere, PACE instructors assess CLOs within the context of the discipline they teach, and only if asked to do so. Only three PACE courses have been assessed: ANTH 1, COMM 30, and PSY 33. COMM 30 is no longer offered at Chabot College.

Course

*List one course per line.

This Year’s Program Review

*CTL forms must be

Last Year’s Program Review

2-Years Prior

*Note: These courses

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Add more rows as needed.

included with this PR. must be assessed in the next PR year.

Anthropology 1 Assessed in F11CtL submitted in S12

Note: CLOs will be assessed in S14

Communication 30

Assessed in S12CtL submitted in S13

Note: class is no longer offered.

Psychology 33 Assessed in S12CtL submitted in S13

Note: CLOs will be assessed in F14

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Appendix C: Program Learning OutcomesConsidering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of your Program Level Outcomes.

Program: PACE PLO #1: The understanding of and appreciation for diversity. PLO #2: The ability to communicate effectively in both speech and writing.

 What questions or investigations arose as a result of these reflections or discussions?

There is no such thing as a “PACE” degree.

PACE is an inter-disciplinary program for working adults, and one of three learning communitiesat Chabot College. The program offers all but one of the GE requirements (PE) for several AA degrees, and offers the required GE courses for transfer. According to fall 2010 figures, about 61% of our students transfer to another institution, mostly to the PACE program at CSU East Bay, to major in either Human Development or Liberal Studies.

In addition, PACE has partnered with ECD, and provides general education courses forECD majors. PACE has also partnered with ACOE (Alameda County Office of Education)Paraeducator Program, and provides all general education and lower division courses sostudents in this program can fulfill their transfer requirements to CSU East Bay.

Although the PACE program has two PLOs, we simply have not been able to assess and discuss our courses as a group for the following reasons:

1, Most PACE instructors are part-timers and have vastly different schedules. PACE instructors met voluntarily once in fall 2011 to discuss program goals. Unfortunately, a broad discussion of PLOs has not occurred. Informal meetings and discussion, and communications via e-mail to discuss concerns are very common, however.

2. PACE PLOs have been mapped to selected CLOs, but CLOs and CLO rubrics were developed in the context of the respective disciplines, not by individual members of the PACE program.

3. Likewise, assessments and discussions are conducted within the respective disciplines, not by individual members of the PACE program. So, unless a PACE instructor is asked by his/her discipline to assess CLOs, he/she is not part of the general assessment discussion. This is complicated by the fact that 15 of 17 PACE instructors are adjunct faculty members.

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We are in the process of considering whether PACE PLOs should be revised.

What program-level strengths have the assessment reflections revealed?N/A

What actions has your discipline demined might be taken to enhance the learning of students completing your program?Reinforce the idea of community and provide support to evening and Saturday students. This will require the help of the College, and allocation of College resources to the program.

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, although Health 4 should be updated soon, as the current outline dates to Fall 2008.

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. CLOs and rubrics are established within the context of each discipline (i.e., Anthropology, Math, etc.). PACE instructors do not make up their own CLOs and rubrics.

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)? Course sequences exist for Math and English. It is difficult to assess whether success in the first course is a good predictor of success in subsequent courses, though we would suspect so, because we only have access to aggregate data, not data for PACE courses only.

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.Not necessarily. Many PACE students put off taking Math classes, yet successfully complete other classes. However, successful completion of English courses ought to help students succeed in other classes. Again, data are shown as aggregates, so this is difficult to gauge correlation for PACE courses only. I would argue that even if a student has not started or completed the Math

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and/or English sequence, successful completion of Anthropology, for example, is a predictor of success for future courses because the course helps students to develop critical reading and writing skills.

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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 CommitteePurpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both internal and external funding.

How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?      

What is your specific goal and measurable outcome?      

What is your action plan to achieve your goal?

Activity (brief description)Target Completion Date

Required Budget (Split out personnel, supplies, other categories)

                                      

How will you manage the personnel needs?New Hires: Faculty # of positions       Classified staff # of positions      Reassigning existing employee(s) to the project; employee(s) current workload will be:

Covered by overload or part-time employee(s)Covered by hiring temporary replacement(s)Other, explain      

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At the end of the project period, the proposed project will:Be completed (onetime only effort)Require additional funding to continue and/or institutionalize the project (obtained by/from):     

Will the proposed project require facility modifications, additional space, or program relocation?No Yes, explain:      

Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?No Yes, explain:      

Do you know of any grant funding sources that would meet the needs of the proposed project?No Yes, list potential funding sources:

Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]

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Audience: Faculty Prioritization Committee and AdministratorsPurpose: 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/Data2013.cfm.

1. Number of new faculty requested in this discipline: COUNSELOR, part time (15 hours a week)

STAFFING REQUESTS (1000) FACULTYPLEASE LIST IN RANK ORDER

Faculty (1000)Position Description Program/Unit Division/Area

Rationale for your proposal. Please use the enrollment management data. Data that will strengthen your rationale include FTES trends over the last 5 years, FT/PT faculty ratios, recent retirements in your division, total number of full time and part-time faculty in the division, total number of students served by your division, FTEF in your division, CLO and PLO assessment results and external accreditation demands.

According to Carolyn Arnold’s data (e-mail of 2/26/2013), there were 1,196 PACE-flagged (Major Code 2) students in fall 2012. Since July 1, 2011, we have not had adequate funding for the PACE counselor. We are requesting college funding for 15 hours of counseling per week.

We simply cannot serve our students as well as we should, despite streamlining the application process and requesting new students to attend a mandatory meeting so they can learn more about the program and the services it offers. An Ed plan requires ½ houron the part of a counselor, and that is a best-case scenario. Many of our students are coming back to school after several years, and many have attended several schools in the past. All their transcripts must be evaluated for proper class placement. Also, we cannot

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keep good track of our students and make sure they follow their Ed plan and honor their commitment to take PACE classes to fulfill all their GE requirements.

Basis for request: PR Yr One: A.I. Basic success and Equity; A.III. Course Review; A.IV. Budget Summary; C. Action Planning. PR Yr Two: IA/B.3).

2. 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.

More counseling hours would allow the PACE counselor to do the following for evening and Saturday PACE students:

Clarify our pathways and capacity of each pathway vs. student goals (Chabot College 2012-2015 Strategic Plan, possible initiative #1).

In general, provide information to the Chabot community to help our students achieve their goals (possible initiative #2).

Help the undecided to define a goal (possible initiative #3). Get students onto their “critical path” quickly (possible initiative #4). Help the PACE coordinator to arrange for PACE instructors to hold joint office hours (possible initiative #5) in a

common space such as a dedicated space in the library (see attached facilities request). Help the PACE coordinator to assess scheduling patterns and work collaboratively with other divisions

(possible initiative #6). Keep assessing which courses are better offered as online, hybrid, or face-to-face courses, based on student

requests and success rates (possible initiative #6). Help the PACE coordinator streamline and strengthen pathways (possible initiative #7). Track students throughout their academic career at Chabot (with the help of Institutional Research and

Admissions and Records).

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Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]Audience: Administrators, PRBCPurpose: 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, and 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: CLERICAL HELP, part time (10 hours per week).

STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALSPLEASE LIST IN RANK ORDER

Classified Professional Staff (2000)Position Description Program/Unit Division/Area

STAFFING REQUESTS (2000) STUDENT ASSISTANTSPLEASE LIST IN RANK ORDER

Student Assistants (2000)Postion Description Program/Unit Division/Area

2. Rationale for your proposal.

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The PACE coordinator and counselor positions are “part-time” positions. Without an administrative assistant, the tasks usually performed by this individual have become the responsibility of the program coordinator and counselor which essentially takes timeaway from working directly with students to answer phones, make appointments, explain the program to everyone who calls in or emails for information. However, I would like to note that this past year we have received help from Social Science Administrative Assistant Cheryl Sannebeck for the following: classroom scheduling, PAFs for counselor and instructors, and course schedule.

Basis for request: PR Yr 1: A.2. Basic Success and Equity.

3. 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.

Clerical help would allow us to do the following:

In general, provide prospective applicants with information about the PACE program. Relieve the PACE counselor and coordinator of clerical duties, so they can focus on the following:

1. Help the undecided to define a goal (possible initiative #3).2. Get students onto their “critical path” quickly (possible initiative #4).3. Assess scheduling patterns and work collaboratively with other divisions (possible initiative #6).4. Track students throughout their academic career at Chabot (with the help of Institutional

Research and Admissions and Records).

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Appendix F3: FTEF Requests

Audience: Administrators, CEMC, PRBCPurpose: 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/Data2013.cfm.

COURSE CURRENT FTEF

(2013-14)

ADDITIONAL FTEF

NEEDED

CURRENT SECTIONS

ADDITIONAL SECTIONS

NEEDED

CURRENT STUDENT #

SERVED

ADDITIONAL STUDENT #

SERVED

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Appendix F4: Academic Learning Support Requests [Acct. Category 2000]

Audience: Administrators, PRBC, Learning ConnectionPurpose: 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

2. If you are requesting more than one position, please rank order the positions.Position Description

1. Math tutor or peer advisor (5 hours per week) For PACE and evening students in Math 65, 66, and 432. English tutor or peer advisor (5 hours per week) Writing tutor or peer advisor for PACE and evening students

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.We anticipate that a Math tutor/peer advisor and an English tutor/peer advisor would help

Support learning communities.

1. PACE is a learning community for adult students who have a traditional work schedule.2. PACE offers evening, Saturday, and online courses. Facilities and services such as the library, WASC,

PATH, etc. are not available at those times.

Increase student persistence and success for evening students.

Evening students currently have virtually no support. Saturday students have none. The majority of evening and Saturday classes have been and are taught by adjunct faculty and so have been hit particularly hard when class offerings needed to be reduced due to budget constraints. This was followed by a reduction in services. Many students are applying to the PACE program because they badly need evening classes, and because they need some kind of support. While we cannot say how access to library services and academic support would boost student persistence and success rates because we do not have the relevant data, it is fair to say that our students’ persistence and success rates would be expected to increase with increased access to these services. Also, one could argue that these students are entitled to such services: they are taxpayers and their tuition is the same as that of day students.

Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]

Audience: Administrators, Budget Committee, PRBCPurpose: 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 notreceived 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.

needed totals in all areas2013-14 Request

2014-15 Request

DescriptionRequested

ReceivedAmount Vendor Division/Unit Priority #1 Priority #2 Priority #3

Black toner cartridge HP CE 285A for HP Laserjet 1200 series for PACE counselor’s printer.Unit price: $69.99 + tax

1 0 $77.00 frys.com SocSci/PACE

Not crucial, but we are running out of ink to print confidential students’ records

2 Reams of white paper (8.5 x 11”). Hammermill.

2 0 $16.00 staples.com Soc Sci/PACE

To print confidential

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500/Ream.Unit price: $7.29 + tax

Records

Contracts and Services Requests [Acct. Category 5000]

Introductions: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 Amount Vendor Division/Unit Priority #1 Priority #2 Priority #3

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Appendix F6: Conference and Travel Requests [ Acct. Category 5000]

Audience: Staff Development Committee, Administrators, Budget Committee, PRBCPurpose: 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 Amount Vendor Division/DeptPriority

#1Priority

#2Priority

#3 Notes

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Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]

Audience: Budget Committee, Technology Committee, AdministratorsPurpose: 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.

For bulk items, 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.

Description Amount Vendor Division/Unit Priority #1 Priority #2 Priority #3

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Appendix F8: Facilities Requests

Audience: Facilities Committee, AdministratorsPurpose: 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): Study/Meeting space for PACE, evening, and Saturday students.Building/Location: Library.

Description of the facility project. Please be as specific as possible.A space with individual and communal worktables, as well as informal sitting arrangement, open in the evening and on Saturday. There should be access to computers and library services.

What educational programs or institutional purposes does this equipment support? Support learning communities Increase student persistence and success for evening and Saturday students.

Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?PACE is a learning community for adult students who have a traditional work schedule. PACE offers evening, Saturday, and online courses. It is VERY difficult for evening and Saturday students to meet and support each other if facilities and services (library, WASC, PATH, etc.) are not open or available at those times.

Evening students currently have virtually no support. Saturday students have none. Many students are applying to the PACE program because they need evening classes and some type of support.

See Chabot College 2012-2015 Strategic Plan, #7.

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