Appendix A: Budget History and Impact - Chabot College Progra… · Web view · 2013-03-09“Overall employment of secretaries and administrative assistants is expected to grow

Chabot CollegeAcademic Program Review Report

Year One of Program Review Cycle

Computer Applications Systems (CAS)

Submitted on 2/28/13Mary Dermody

Final Forms, 1/18/13

Table of Contents

Section 1: Where We've Been ...................................................1Section 2: Where We Are Now..................................................2Section 3: The Difference We Hope to Make..............................3

Required Appendices:

A: Budget History..........................................................................................4B1: Course Learning Outcomes Assessment Schedule..................................5B2: “Closing the Loop” Assessment Reflections ...........................................6C: Program Learning Outcomes.....................................................................9D: A Few Questions ....................................................................................12E: New Initiatives ........................................................................................13F1: New Faculty Requests...........................................................................14F2: Classified Staffing Requests...................................................................15F3: FTEF Requests........................................................................................16F4: Academic Learning Support Requests ..................................................17F5: Supplies and Services Requests.............................................................18F6: Conference/Travel Requests.................................................................19F7: Technology and Other Equipment Requests.........................................20F8: Facilities Requests ................................................................................21

1. Where We've Been

Complete Appendix A (Budget History) prior to writing your narrative. Limit your narrative to no more than one page.

As you enter a new Program Review cycle, reflect on your achievements over the last few years. What did you want to accomplish? Describe how changes in resources provided to your discipline or program have impacted your achievements. What are you most proud of, and what do you want to continue to improve?

Courses offered in the Computer Applications Systems discipline provide students with transferable computer classes as well as entry level job skills. We offer Associate Degrees as well as certificates of completion and certificates of achievement. Computer Applications Systems is an important and necessary discipline for anyone who is looking for employment in Office Administration, Virtual Office Technology, Software Applications, Entrepreneurship, or Business. In the future, we would like to offer more classes that meet the changing needs of employment in these fields. We would like to offer students the opportunity to work with software and equipment that will simulate environments where they might find employment. Every career today requires computer literacy and office applications. If we received funding for additional staffing to teach more classes and funding to upgrade computers and classrooms, we will be able to help students with their occupational goals.

We are most proud of our continued student enrollment and success rates and the ability to teach so many classes with limited staffing.

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2. Where We Are Now

Review success, equity, course sequence, and enrollment data from the past three years at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm. Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few questions) before writing your narrative. Limit your narrative to two pages.

After review of your success and retention data, your enrollment trends, your curriculum, and your CLO and PLO results, provide an overall reflection on your program. Consider the following questions in your narrative, and cite relevant data (e.g., efficiency, persistence, success, CLO/PLO assessment results, external accreditation demands, etc.):

What are the trends in course success and retention rates (based on overall results and CLO assessments) in your program? Do you see differences based on gender and/or ethnicity? Between on-campus and online or hybrid online courses? Provide comparison points (college-wide averages, history within your program, statewide averages).

What changes are you seeing in enrollments in your courses and overall program, and what is driving those changes?

Describe how changes in investments--or lack thereof (funding, adding units to courses or adding supplemental instruction courses, adding or increasing student learning support, adding courses to sequences, classified staff, etc.) have impacted student learning in both specific courses, course sequences, and overall programs.

For PLOs, have you collaborated with colleagues in other disciplines to look at “whole programs” or "whole GE areas"? What insights have you gained from these collaborations?

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http://www.chabotcollege.edu/ProgramReview/Data2012.cfm

3. The Difference We Hope to Make

Review the Strategic Plan goal and key strategies at http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource Requests) to further detail your narrative. Limit your narrative to three pages, and be very specific about what you hope to achieve, why, and how.

What initiatives are underway in your discipline or program, or could you begin, that would support the achievement of our Strategic Plan goal? Over the next three years, what improvements would you like to make to your program(s) to improve student learning? What are your specific, measurable goals? How will you achieve them? Would any of these require collaboration with other disciplines or areas of the college? How will that collaboration occur?

As mentioned previously, we would like to grow the department and offer more classes in Administrative and Virtual Office Technologies. We would like to offer more day, evening and hybrid classes to meet student needs.

Most of our students are enrolled in our programs to achieve a certificate or degree that will allow them to develop employment skills or to transfer to another program where they can major in a Technology or Business discipline.

Many students want to work as Administrative Assistants. This is a large diverse field and offers many avenues of employment in the Bay Area. According to the Bureau of Labor Statistics, “Overall employment of secretaries and administrative assistants is expected to grow 12 percent from 2010 to 2020, about as fast as the average for all occupations.”

We would like to be able to offer the array of certificates and degrees that our sister college, Las Positas College offers (see attached list of Las Positas class offerings).

In order to meet the needs of the local employment community we would need to re-start our advisory board to get their advice on what skills are needed for future employment. Previously, our advisory board consisted of members from administrative and business community. This year we are working with the Business Department and will be participating in their Advisory Board to get new ideas for classes and to discuss employment needs that CAS could fill.

Our specific and measurable goals would be; increased student enrollment, increase the number of students receiving CAS certificates and degrees, working with the business and technology community to place CAS students in internships and to stay current with changing hardware and software technology.

Collaboration with the Business Department, Entrepreneurship, and ESYS would all be beneficial to increase our understanding of skills that are needed for students working in these fields or are interested in transferring into these fields.

We would work with the Chabot Office of Institutional Research to track student’s success and transfer rates.

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http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf%20

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.

Category2011-12 Budget

Requested

2011-12 Budget

Received

2012-13 Budget

Requested

2012-13 Budget

ReceivedClassified Staffing (# of positions) 2 1 2(Learning

Assistants)2(Learning Assistants)

Supplies & Services $2,800 $2800 $1480 0Technology/Equipment $35,500 $500.00 $51,000 0

Other 0 0 0 0TOTAL $38,300 $3,300 $52,480 0

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.

N/A

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?

By not receiving any money for technology, students have been working with old and/or outdated equipment and software. Many of the CAS students do not plan to get advanced degrees and are enrolled in CAS so they can enter the workforce and increase their earning abilities. When students apply for jobs they often have outdated software skills and are being asked to work with equipment that they have not used before.

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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

Fall2013

Spring 2014

Fall2014

Spring 2015

Fall2015

Spring 2016

Fall2016

Spring 2017

Courses:Group 1: Full

AssmtDiscuss results

Report Results

Full Assmt

Discuss results

Report Results

Group 2:CAS 50CAS 72A

Full Assmt

Discuss results & report

Group 3:CAS 72BCAS 72GCAS 88ACAS 88BCAS 55

Full Assmt

Discuss results

Report Results

Group 4:CAS 54ACAS 54BCAS 58CAS 72DCAS 72E

Full Assmt

Discuss results & report

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Appendix B2: “Closing the Loop” Assessment Reflections

Course No courses assessed this semester.Semester assessment data gatheredNumber of sections offered in the semesterNumber of sections assessedPercentage of sections assessedSemester held “Closing the Loop” discussionFaculty members involved in “Closing the Loop” discussion

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)

Defined Target Scores*

(CLO Goal)

Actual Scores** (eLumen data)

(CLO) 1:

(CLO) 2:

(CLO) 3:

(CLO) 4:

If more CLOs are listed for the course, add another row to the table.* Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4)**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data collected in this 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?

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?

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?


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C. COURSE-LEVEL OUTCOME (CLO) 3:1. How do your current scores match with your above target for student success in this course

level outcome?


D. COURSE-LEVEL OUTCOME (CLO) 4:1. How do your current scores match with your above target for student success in this course

level outcome?


E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.

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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? Two years ago, we introduced two interactive learning programs in CAS; MYIT lab and SAM. My IT lab allows students to access labs, videos and interactive projects thus increasing their knowledge of the subject. Students are also able to upload and send their assignments in to MyIT lab and receive feedback on their work. SAM allows us to offer all of our 1 unit CAS classes online which allows more students access to these classes.

We initially had problems using MYIT Lab and SAM. Students are now familiar with these programs and we are using this software extensively in many of our CAS classes.

We learned from our reflections that even though we are operating with only one full time instructor and seven adjuncts, the CAS discipline continues to grow. Without such limited staffing resources, we could add new classes and a wider array of degrees and certificates.

CAS Completion Success Rates From Fall 2009-Spring 2012(Data from Chabot Office of Institutional Research)

Semester Number of Students Success RateFall 2009 728 55%Spring 2010 658 48%Fall 2010 659 49%Spring 2011 740 60%Fall 2011 719 63%Spring 2012 764 66%

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 would like to continue using programs like MyIT lab and SAM that allow the students access to labs and other resources. We will investigate other software and programs that also allow students to increase their hardware and software skills. We would also like to upgrade our existing classes to reflect technology upgrades, new office skills and procedures.

3. What is the nature of the planned actions (please check all that apply)? Curricular

Pedagogical Resource based Change to CLO or rubric Change to assessment methods

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Other: _attempt to increase staffing________________________________________________________________

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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: CAS Admin Assistant (AS) PLO #1: Demonstrate knowledge of office application software and be able to apply the

appropriate software to solve problems.

PLO #2: Students are able to organize, communicate and function in a business and office environment. Use appropriate business terminology and English skills

PLO #3: Proficiency in Microsoft Office Applications.

PLO #4: Proficiency in keyboardingWhat questions or investigations arose as a result of these reflections or discussions?Explain:We were trying to decide if we should use a software simulation and grading package for the CAS classes. We chose to use MyIT lab by Pearson publishing. The startup was slow and a little confusing at first but students and faculty seem to be fairly well adjusted to the software now. Also, we were able to negotiate a financial package that allows students to reuse their access code for the software for one academic year. This saves students $75.00 and allows them to take as many MyIT lab classes as they want during the academic year and not have to buy new access codes.

Many of the CAS courses have incorporated the Microsoft Office lab simulation environments from the textbook publishers to support lab activities in class and online. Although this places an additional financial load on the students, the overall reaction from the students is positive. Instant grading, online help, and detailed analysis of student work allows the student to better assess his/her progress, and the automated grading frees more time for instructors to support classes which are typically at or over full enrollment.

Continue training of full-time and adjunct faculty on Microsoft Office simulation environments to improve the student experience in the courses.

Fill the full-time instructor position left by the retirement of Judy O’Toole

What program-level strengths have the assessment reflections revealed?Strengths revealed:Students and faculty quickly learned to use the MyIT software programs in the CAS 50 and the Microsoft Office classes and they have now become an integral part of student success.

We have also been using a software program in our one-unit CAS classes. This program called SAM, produced by Cengage Publishing, has allowed us to offer all of our CAS 72 classes online. We also negotiated a financial agreement with Cengage that as long as a student is enrolled at Chabot and is taking and class with a SAM component, they do not have to buy an access code. This allows the student to save a great deal of money and in some cases, students do not even need to buy a book; they can take the class using only SAM software.

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What actions has your discipline determined might be taken to enhance the learning of students completing your program?Actions planned:Offering new classes that will allow students to widen the scope of their skills would be an enormous benefit to students seeking employment.

Program: CAS Admin Assistant Certificate PLO #1: Demonstrate knowledge of office application software and be able to apply the

appropriate software to solve problems. Proficiency in Microsoft Office Applications.

PLO #2: : Students are able to organize, communicate and function in a business and office environment

PLO #3: Proficiency in keyboarding

PLO #4: Use appropriate business terminology and English skills

What questions or investigations arose as a result of these reflections or discussions?Explain:Most of the CAS classes have been full and students are asking for more classes and sections (especially an evening class). Due to economic constraints, we have not been able to offer classes in these formats.

What program-level strengths have the assessment reflections revealed?Strengths Students having a CAS Administrative Assistant Certificate have often said that it has helped them when they apply for jobs. They feel confident that they can use the software that their employers need in the office environment.

What actions has your discipline determined might be taken to enhance the learning of students completing your program?Actions planned:The continued reduction in FTEF does not permit CAS to introduce the new courses to support the emerging trends in the industry. Computer applications are continually updated and new applications are released, so students seek courses to update skills and learn new applications. This results in high demand for our existing courses, which provides insufficient flexibility in schedule planning to introduce any of the new courses.

Program: CAS Business Graphics

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PLO #1 Demonstrate skill and comprehension in respective subject areas as indicated by course outcomes.

PLO #2: Demonstrate the ability to think critically and apply knowledge of business graphics skills.

PLO #3: Develop knowledge of business graphics and web page design

PLO #4: Develop knowledge of technological changes and select a current solution for a given problem.

What questions or investigations arose as a result of these reflections or discussions?Explain: We have not awarded many Business Graphics Certificates within the past three years. We lost funding and head count for the Desktop Publishing classes and had to try to find another way for students to fulfill the graphics requirement. We need to offer the classes necessary for students to succeed in the Desktop Publishing and/or Web Design field. Many office positions call for employees to be knowledgeable in these programs.

What program-level strengths have the assessment reflections revealed?

Strengths revealed: Students are still very interested in receiving this certificate.

What actions has your discipline determined might be taken to enhance the learning of students completing your program?Actions planned:We hope to add more faculty and equipment in order to offer these classes. Presently, we have students taking classes in Digital Media to try to fulfill Desktop Publishing requirements.

Program: CAS Office Tech Certificate PLO #1: Recognize and apply appropriate information and hardware technology to

achieve organizational goals

PLO #2: Demonstrate the ability to think critically and analyze problems.

PLO #3: Demonstrate the ability to choose appropriate hardware and software and apply information and technology to achieve organizational goals. Demonstrate the ability to keyboard proficiently.

PLO #4: Demonstrate the ability to communicate effectively in an office environment.

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What questions or investigations arose as a result of these reflections or discussions?Explain: We need to offer a wider array of classes that teach new technology (Google Docs, Office of the Future, etc.). We need to look at and evaluate our mix of day, weekend/evening, hybrid online and online courses.

What program-level strengths have the assessment reflections revealed?Strengths revealed: Students like the program and are doing well in the classes. They enjoy the option of taking classes online or in a face-to-face environment.

What actions has your discipline determined might be taken to enhance the learning of students completing your program?Actions planned: With additional headcount, new equipment and upgraded technology, we will be able offer more relevant and exciting classes.

Program: CAS Office Tech (Proficiency ) PLO #1: Recognize and apply appropriate information and hardware technology to

achieve organizational goals

PLO #2: Students are able to organize, communicate and function in a business and office environment Demonstrate the ability to think critically and analyze problems.

PLO #3: Proficiency in Microsoft Office Applications.

What questions or investigations arose as a result of these reflections or discussions?Explain: Computer and office technology is constantly changing. We need to keep up to date with hardware and software changes so we can offer our students relevant classes. Full-time as well as adjunct faculty need to keep exploring new software and taking classes in order to keep our own skills up to date.


Strengths revealed: As a discipline, we have been able to keep most of our classes filled and our course offerings interesting and exciting. Many students have come back to us and have told us that they were hired for a position because of the skills they learned in CAS.

What actions has your discipline determined might be taken to enhance the learning of students completing your program?Actions planned: Stay up-to-date with hardware and software training. Work more closely

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with members of the technology community so we can offer classes that will help students get jobs.

Program: CAS Software Specialist (AA) PLO #1:. Recognize and apply appropriate information and hardware technology to

achieve organizational goals PLO #2:. Demonstrate and apply appropriate software applications to achieve

organizational goals. PLO #3: Understand basic hardware and software functions of a computer. Develop

knowledge of technology applicable to the field, and a proficiency in appropriate software.

PLO #4: Demonstrate knowledge of technology applicable to the field, and a proficiency in appropriate software.

What questions or investigations arose as a result of these reflections or discussions?Explain: Computer and office technology is constantly changing. We need to keep up to date with hardware and software changes so we can offer our students relevant classes. Full-time as well as adjunct faculty need to keep exploring new software and taking classes in order to keep their skills up to date


Strengths revealed: As a discipline, we have been able to keep most of our classes filled and our course offerings interesting and exciting. Many students have come back to us and have told us that they were hired for a position because of the skills they learned in CAS.

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What actions has your discipline determined might be taken to enhance the learning of students completing your program?Actions planned: Stay up-to-date with hardware and software training. Work more closely with members of the technology community so we can offer classes that will help students get jobs.

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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? No.CAS 60 and CAS 61 no longer exist with the closing of Spectrum-should not remain in catalog.CAS 82 and 84 are in the archived listings but should be offered as active classes since students have to take classes in Digital Media to make up for those units.

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

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)

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? Chabot’s strategic plan for 2012-2015 states “Increase the number of students that achieve their educational goal within a reasonable time by clarifying pathways and providing more information and support” CAS plans to support that by offering more certificates and degrees that students can complete in a timely manner.

What is your specific goal and measurable outcome? Increase the number of business certificates and degrees we award and increase student success rate.

What is your action plan to achieve your goal?

Activity (brief description)Target Completion Date

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

Offer a certificate in Virtual Office Technology 2014 Faculty, computers with conferencing abilities (Go To Meeting, Skype, etc.). Scanners, printers.

Offer a certificate in Medical Administrative Assistants 2015 Same as above

Offer a Certificate of Achievement Business Workforce Proficiency

2015 Same as above

How will you manage the personnel needs?X New Hires: X Faculty # of positions 2 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)

x 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 x Yes, explain: Upgrade of facilities in Bldg. 1600

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]

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/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 Description1. CAS Instructor Full Time Position2. CAS Instructor Full Time Position

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.

Since the retirement of Judy O’Toole two years ago, there is only one full-time faculty for CAS, With an average of 5.75 FTEF for CAS, over half of the courses are taught by adjuncts. CAS courses are in high demand for GE, CAS degree and certificates, and degrees and certificates from other disciplines. Computer applications are revised frequently, and the workload to maintain the courses is beyond what should be reasonably expected from one full-time faculty.

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.

We would like to offer new certificates in Office Technology, Medical Administrative Assistant and Virtual Office Technology. These are growing fields of opportunity and employment.

“Overall employment of secretaries and administrative assistants is expected to grow 12 percent from 2010 to 2020, about as fast as the average for all occupations. Among specialties, medical secretaries are the only occupation that is expected to have much-faster-than-average employment growth. This is driven by the rapid growth of the healthcare industry. Overall, the majority of job openings will result from the need to replace workers who leave these occupations.”(Occupational Outlook Handbook-Bureau of Labor Statistics)

“The job outlook for this field is changing and growing rapidly in terms of technology and demographics. Above average employment growth will be seen mostly in the healthcare and social assistance industry. The need for assistance in the legal fields will be second in terms of growth. Employment of secretaries

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and administrative assistants is expected to increase by 11 percent, which is about as fast as the average for all occupations, between 2008 and 2018 (www.bls.gov). Another reflection of demographic change will be the retirement of baby boomers, which will leave thousands of jobs available to newer graduates of administrative skills programs and office system technologies. “ (The Administrative Assistant of the Future)

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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, 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____

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

1. Learning Assistant (2 sections need LAs) CAS 502. Learning Assistant CAS 58

3. Rationale for your proposal. CAS has no full-time classified staff support. Learning assistants are valuable assets for improving student success.

The increased efficiency in the lab resulting from a lab assistant will help the students by facilitating the set-up and clean-up of the lab area, and by freeing up instructor time to allow additional direct interaction with the students.

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.

We have not met with our advisory committee since Judy O’Toole left in 2010. We are planning to participate with the Business Department’s Advisory Board Meeting in March, 2013.

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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 at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .

The Business Department is requesting more sections for CAS 50 and CAS 58. Both of these classes are listed as “bottleneck classes” We would like to offer a CAS 50 hybrid/evening class and a CAS 58 class in a hybrid format as well.

We also have two classes (CAS 82 and CAS 84) that we have been unable to offer due to lack of FTEF and updated equipment. These classes are listed as requirements for degrees and certificates.

If we ran each of these classes once a year we would need a total of .5 FTEF Fall and Spring

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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: _3_____

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

1. Tutor For CAS 58-Access2. Tutor For CAS 503. Tutor For CAS 88A-Word4.

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.

Students often need help with assignments and learning advanced computer concepts. Having tutors available would increase success rates in these classes.

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.

2012-13 BudgetProject or Items Requested

Requested Received 2013-14 Request

Rationale

Office Supplies, Toner for printers, paper, binders, bulbs for projectors,

$2800 $2800 $3000 Needed to run and operate labs and classrooms.

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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.

Conference/Training Program

2013-14 Request Rationale

N/A $0 0Association for the Advancement of Computing in Education

$3500.00 Keep up to date with the latest trends and advancements in computing instruction.

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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.

Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are less expensive should be requested as supplies. Software licenses should also be requested as supplies.

2012-13 BudgetProject or Items Requested

Requested Received 2013-14 Request

Rationale*

Equipment (includes new computers, digital cameras, scanners, printers, upgraded hard drives, DVD burners)

$35,500 500.00 $51,000 Need new computers and hardware that has more capacity, can hold new software, have the ability to do Skype, on-line conferencing, calendaring and will replicate equipment that students will be expected to know how to use in business and industry.

Windows 8 software upgrade

0 0 $10,000 (approx.)

Price depends on licensing and the number of machines the software is installed on. This price is usually negotiated by IT at District.

Office 2013 0 0 $10,000 (approx.)


Desk Top Publishing Software

$5000 0 $5000 (approx.)


Classroom Management Software

0 0 $2000 (approx.)


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http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf%20

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): Upgrade Classroom and Labs in Building 1600

Building/Location: 1600

Description of the facility project. Please be as specific as possible.I would like to request that the classrooms and labs in this building be upgraded to industry and technology standards. Furniture , chairs and desks are broken, stained and often unusable.We need to upgrade the LCD and/or overhead projectors and audio equipment. Bulbs burn out quickly in the projectors we have and they are expensive to replace. The only audio equipment we have is the two standard speakers that are attached to the instructor’s computer. This will allow the students to see interactive lessons and instructional video much better. Right now, students in the back of the room cannot see or hear the lessons.

I would like to request that software be installed on the instructor’s computer and the student’s computer that would allow the instructor to see what students are working on at their computer. This way the instructor can help several students at one time. This software would allow:

Instructors to see all student screens live on the instructor’s computer Instructors can view any desktop live in full screen mode Chat with students and share files Broadcast instructor’s screen to students Perform hands-on annotation of student screens

It would be beneficial to student learning if we have desks that had computers that could be raised and lowered. This would allow the desks to serve two functions.

Upgrade the network in Bldg. 1600 so that students can easily access wireless and Ethernet connections.

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What educational programs or institutional purposes does this equipment support? This equipment would support more student interactivity and increase their use of technology. These upgrades would give students better access to network and internet connectivity and would increase interactivity between instructor and students. This type of software promotes interactive learning with broadcasting and sharing features. The built-in chat allows teachers and students to have one-on-one conversations without disrupting the rest of the class.

Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?

The Chabot Strategic Plan Goal is to “Increase the number of students that achieve their educational goal within a reasonable time by clarifying pathways and providing more information and support.”

Providing students with a learning environment that is more pleasant to be in with up to date equipment that works, would be more engaging and would make learning more exciting. Providing students with learning, skills, equipment and technology that they might have to use in their careers is a main goal of CAS.

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Programs Offered at Las Positas College---Spring Semester 2013

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CIS 77 — VIRTUAL OFFICE/SOHO TECHNOLOGIES— 2 units

Examine from a practical viewpoint the technologies, technical terminology, installation, and operation of a small office/home office (SOHO) or virtual office. Explores steps in creating a virtual office, setting up a home office using technology to support a business, and other topics related to communication and business operations. Hardware, software, tools and gadgets for the virtual, computer-based small office/home office business are evaluated.

(Las Positas Class)

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Documents

Appendix A: Budget History and Impact - Chabot College Progra… · Web view · 2013-03-09“Overall employment of secretaries and administrative assistants is expected to grow