Academic Program Review Report

Chabot College Academic Program Review Report

Year Two of Program Review Cycle

Fire Technology

Submitted on February 28, 2013 William Robert (Bob) Buell, Jr.

Final Forms, 1/18/13 Table of Contents

Section A: What Progress Have We Made? ...... 1 Section B: What Changes Do We Suggest?...... 2

Required Appendices:

A: Budget History...... 3 B1: Course Learning Outcomes Assessment Schedule...... 4 B2: “Closing the Loop” Assessment Reflections ...... 5 C: Program Learning Outcomes...... 9 D: A Few Questions ...... 11 E: New Initiatives ...... 12 F1: New Faculty Requests...... 13 F2: Classified Staffing Requests...... 14 F3: FTEF Requests...... 15 F4: Academic Learning Support Requests ...... 16 F5: Supplies and Services Requests...... 17 F6: Conference/Travel Requests...... 18 F7: Technology and Other Equipment Requests...... 19 F8: Facilities Requests...... 20 A. What Progress Have We Made?

Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to writing your narrative. You should also review your most recent success, equity, course sequence, and enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm.

In year one, you established goals and action plans for program improvement. This section asks you to reflect on the progress you have made toward those goals. This analysis will be used by the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills committees as input to their priority-setting process. In your narrative of two or less pages, address the following questions:

 What were your year one Program Review goals?  Did you achieve those goals? Specifically describe your progress on the goals you set for student learning, program learning, and Strategic Plan achievement.  What are you most proud of?  What challenges did you face that may have prevented achieving your goals?  Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios, CLO/PLO assessment results, external accreditation demands, etc.).

3 B. What Changes Do We Suggest?

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 (Resources Requested) to further detail your narrative. Limit your narrative to two pages, and be very specific about what you hope to achieve, why, and how.

Given your experiences and student achievement results over the past year, what changes do you suggest to your course/program improvement plan? What new initiatives might you begin to support the achievement of our Strategic Plan goal? Do you have new ideas 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 make that collaboration occur?

4 Appendix A: Budget History and Impact

Audience: Budget Committee, PRBC, and Administrators Purpose: This analysis describes your history of budget requests from the previous two years and the impacts of funds received and needs that were not met. This history of documented need can both support your narrative in Section A and provide additional information for Budget Committee recommendations. Instructions: Please provide the requested information, and fully explain the impact of the budget decisions.

2011-12 2011-12 2012-13 2012-13 Category Budget Budget Budget Budget Requested Received Requested Received Classified Staffing (# of positions) Supplies & Services Technology/Equipment Other TOTAL

1. How has your investment of the budget monies you did receive improved student learning? When you requested the funding, you provided a rationale. In this section, assess if the anticipated positive impacts you projected have, in fact, been realized.

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?

5 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 Fall Spring Fall Spring Fall Spring Fall Spring 2013 2013 2014 2014 2015 2015 2016 2016 2017 Courses:

Group 1: Full Discuss Report Full Discuss Report FT 51, 53, Assmt results Results Assmt results Results 55

Group 2: Full Discuss FT 50, 52, Assmt results 54, 56, 89 & report

Group 3: Full Discuss Report FT 90ABC, Assmt results Results FT 91D

Group 4: Full Discuss FT 91ABC, Assmt results 95, 96 & report

6 Appendix B2: “Closing the Loop” Assessment Reflections

Course FT50 – Fire Protection Organization Semester assessment data gathered Spring 2011 Number of sections offered in the semester 2 Number of sections assessed 2 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 2012 Faculty members involved in “Closing the Loop” discussion Bob Buell & Steve Prziborowski

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 Defined Target Actual Scores** NUMBER OF CLOS WILL DIFFER BY COURSE) Scores* (eLumen data) (CLO Goal) (CLO) 1: Describe and explain the influence on a fire 80% of class 58% of day class protection organization from factors such as philosophy & score either 3 or and 100% of history of fire protection, fire loss analysis, public & private 4 evening class organizations, labor-management relations, codes & scored either 3 or ordinances, management operations, fire service 4 resources, line & staff operations, fire behavior & combustion, fire protection systems, incident management systems, strategy & tactics, and cultural diversity. (CLO) 2: Demonstrate knowledge, skills and abilities to 80% of class 83% of day class complete a career potential assessment for an entry-level score either 3 or and 100% of fire service position, including a civil service written 4 evening class examination, a physical ability test and a structured oral scored either 3 or interview. 4 (CLO) 3: As both an individual and a member of a group 80% of class 50% of day class research team, develop the outline of a functional fire score either 3 or and 100% of department organization (including organizational charts) 4 evening class within the parameters of a set list of resources and scored either 3 or organizational objectives. 4 (CLO) 4: Write an analysis essay based on an emergency 80% of class 67% of day class services related trade article, following proper format, score either 3 or and 100% of mechanics, organization, word usage and comprehensive 4 evening class content parameters. scored either 3 or 4  If more CLOs are listed for the course, add another row to the table.

7 * 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?

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?

Less success in the online hybrid course (day) as compared to the face-to-face (evening) course offering.

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?

During the online hybrid day class, some of the students struggled with the online components of the course. Some of the technology issues with Blackboard were a factor. Also, since this is the first class in this CTE career track, some of the students who attend are not sure if this is the path for them and tend to drop midway through the course. Of the 5 students who finished the class in a 1 or 2 rating, many had delayed acquiring the textbooks in the first couple of weeks in class, or did not have computer access readily available at home, thus causing them to be less-prepared for success in this course. Many students are not prepared for the rigors of this course.

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?

Students in both classes met this target satisfactorily.

This learning outcome is the most specific to training students for job entry testing. Of the two students who did not score a 3 or 4, one did not complete all of the activities and the other made no attempt to participate.

The activities required to perform this learning outcome are conducted on Saturdays as all- day seminars. One of the sessions must be done on a Saturday morning as it is the only day we can access the Alameda County Training Center for the FT 50 students to perform the Physical Ability Test as there is no place on campus to achieve a comparable level of training. Due to the Saturday scheduling, some students cannot attend due to work and other conflicts.

8 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?

Half of the online-hybrid day students met the target for success; all of the evening students assessed met the target.

For the success criteria to be met, students must fully participate in the entire process of the project. This requires that students perform the first part of the project as an individual, then bring their individual research together with the rest of their team to complete a group research project. The most common reason that half of the online- hybrid students received a score of 2 instead of 3 for this CLO is because they failed to complete all of the individual components of this assignment. All of the students in the evening face-to-face section submitted all components of this project.

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?

Two-thirds of the online-hybrid day students and all of the evening face-to-face section students met the target success criteria.

This assignment is the most directly impacted by a student’s level of English competency. Many students who do not score at least a 3 on this scale tend to have poor written communication skills. The students who have met the success parameters for this CLO also tend to meet the success parameters of CLO #1, as their reading and writing skills are sufficient to help them comprehend the subject matter.

9 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?

The course outline was revised to strongly recommend qualification for English 1A before taking this course. Also, more online references to assist students with assignments have been added to the Blackboard course sites. More time is spent to explain assignments and project parameters. Students have been given access to assignments a week earlier than before, and allotted more time to take exams. The FT 50 course will be the first to apply the Quizdom interactive assessment tools during the latter half of Spring Semester to better assess student comprehension during the class instruction.

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?

In the online/hybrid delivery format, students need basic instruction in the use of Blackboard and how to manage their time to handle the assignments within the desired performance period. Also, since the less successful students have the most financial disadvantage, the Division should acquire a set of texts for the class to keep in the library reference area while these students await their financial aid to acquire their texts.

Looking at the merits of the course, regardless of delivery format, students need to be better prepared for the cognitive components of this technical trade career path. Students need to complete the English placement test to determine if they have the English competency to succeed in this course. The course outline has already been changed to strongly recommend eligibility for English 1A.

Those that can make it to the midterm with at least a 70% average on their quizzes will usually do extremely well in the class overall. Unfortunately there is over ½ of the students that begin the class are unable to maintain at least a 70% average to take the midterm.

The students who are motivated to begin testing for entry-level fire fighter jobs tend to make the Saturday session activities a priority to both attend and complete. The current Saturday seminar format for the delivery of these activities has proven to be the most successful delivery and results in a participation level that exceeds the success criteria for this learning outcome. No changes to the Saturday sessions are necessary.

The group project helps students to understand how and why a fire department organization is formed and operated based on the available resources. This project also requires students to draw upon the knowledge from the first seven weeks of the course and apply it to the final design of the fictional fire department, thus helping to increase comprehension of the subject matter. Encouraging students to show progress on the individual performance assignments prior to the due date may help to ensure the work is completed.

Since none of the Fire Technology instructors are qualified to teach English composition, the course outline has already been changed to reflect the need for a student to be eligible

10 for English 1A as proven through assessment prior to taking this course. At this time, the course outline states that this eligibility criteria is strongly recommended. It is currently our practice to state the essay writing criteria and provide a detailed rubric for students to review so that they understand how the assignment will be assessed. We will continue to recommend that the English placement test is taken by students so they know their eligibility level, and recommend to those below the strongly recommended eligibility criteria to seek the needed basic skills training to increase their potential for success in this program.

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  Other:______

Course FT51 – Fire Protection Organization Semester assessment data gathered Spring 2011 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 2012 Faculty members involved in “Closing the Loop” discussion Bob Buell & John Torres

CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE Defined Target Actual Scores** NUMBER OF CLOS WILL DIFFER BY COURSE) Scores* (eLumen data) (CLO Goal) (CLO) 1: The student shall demonstrate an 80% of class 84.6% of class understanding of Public Safety dispatch/alarm systems and score either 3 or scored either 3 or identify ways emergency calls come into the center, and 4 4 reach the fire fighter. (CLO) 2: Identify the components of a management 80% of class 88.9% of class system, and give examples of where they are used in the score either 3 or scored either 3 or fire service. 4 4 (CLO) 3: Describe the components of a fire ground size 80% of class 93.5% of class up and explain where they would be used. score either 3 or scored either 3 or 4 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?

12 PART II: COURSE- LEVEL OUTCOME REFLECTIONS

Students have met target satisfactorily.

The current learning outcome appears to be achievable and on the mark. Although expectations have been met, this process has identified area's of possible course improvement.

The current learning outcome appears to be achievable, and on the mark. Although expectations have been met, this process has identified area's of possible course improvement.

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?

Knowing this SLO is one of the most important of the semester, the time and effort appear to be working, although there is room for improvement.

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? This is the first assessment cycle of the FT 51 course.

13 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?

The students appear to be understanding the identified key subjects of the course, albeit not 100%, a very high percentage are learning the information that will prepare them for the FFI academy. It appears that the information regarding the dispatchers and dispatch centers is being understood, though it would be helpful to have actual radios as props and have lab time at a dispatch center.

Students appear to have understood, quite well, the concept of management systems and the application in the fire service. It would be helpful to have better props to use during the discussion on how the management systems apply to the fire service. E.g.: Use of flashlights, turnout boots & helmets as props to show what might be purchased in the fire service and how MBO would be applied.

The copies of radio traffic that are used as examples of reports of condition get very positive feedback. More current examples of “reports on condition” are greatly needed. Also, a better sound system in the classroom would help students to hear these radio transmissions.

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  Other:______

Course FT52 – Fire Fighter Safety & Survival Semester assessment data gathered Spring 2011 Number of sections offered in the semester 2 Number of sections assessed 2 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 2012 Faculty members involved in “Closing the Loop” discussion Bob Buell, Rich Brown & Rick Hurtado

CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE Defined Target Actual Scores** NUMBER OF CLOS WILL DIFFER BY COURSE) Scores* (eLumen data) (CLO Goal) (CLO) 1: Describe and explain the roles, responsibilities, 80% of class 59% of day face- and duties of a firefighter related to safety and survival score either 3 or to-face class and consistent with the National Fallen Firefighters 16 4 44% of evening Firefighter Life Safety Initiatives. online-hybrid class scored either 3 or 4 (CLO) 2: Demonstrate safety and survival techniques 80% of class 62% of day face- using standard industry equipment to prevent injuries, score either 3 or to-face class and accidents, entrapments and fatalities to firefighters 4 34% of evening according to the State Fire Training guidelines for online-hybrid Firefighter Survival manipulative skills. class scored either 3 or 4 (CLO) 3: Identify fire scene hazards and implement 80% of class 59% of day face- appropriate safety and survival actions consistent with the score either 3 or to-face class and National Fallen Firefighters 16 Firefighter Life Safety 4 72% of evening Initiatives. online-hybrid class scored either 3 or 4  If more CLOs are listed for the course, add another row to the table. * Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4) **Actual scores: What is the actual percent of students that meet defined target based on the eLumen data collected in this assessment cycle?

The target success rate was not achieved in either section of the FT 52 course.

Students were assembled into teams (called “companies”) to assist with team building concepts of the fire service. The majority of the students in both course offerings scored below 80% benchmark on the Scavenger Hunt Team Project.

There were some students on 50-ON1 teams that did not complete the community service requirement (25 points) and the fire department visit requirement (25 points), which makes up 38% of project. Also, only (1) student/team provide proof of a CPAT card for extra credit. Additionally, there was inconsistent participation during some of the weeks by students and/or teams on Discussion Board Exercises on Blackboard.

In the 50-001 section, 62% of the students embraced the importance of working as a team and assisting each other while learning the importance of safety. The 16 fire safety initiatives were reinforced weekly in class and during labs.

The majority of the feedback from Instructors, Students, and Learning Assistants were very positive relating to both of the 6 hour lab sessions that were offered off-campus at the Alameda County Fire Department Training Facility. There were some students that missed one or the other lab sessions, but the majority of the students did participate in both. There is a huge need for the purchase of structural protective clothing (jackets, helmets, eye protection, etc.) and dynamic safety tools (Thermal Imaging Camera, rapid intervention tools, etc.) for the safety of students during the hands-on lab sessions.

16 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?

The majority of students passed Exam 4 with 80% or better and understand the importance of Firefighter Safety and Survival. Students who were motivated and applied their skills and knowledge when opportunities were presented had the most engaged discussions and recognition of scene hazards during the case study elements of the courses. When tested, the majority in both course sections were able to demonstrate comprehension, but they lacked confidence due to inexperience.

This is the first assessment cycle of the FT 52 course.

All students are participating at some level in the Scavenger Hunt Team Project and Discussion Board Exercises. Most of the students in these course sections are pre- employment and need constant examples provided by instructor experience to support realization of the subject matter. Yet, there may be better retention if students are provided more opportunity to see and handle the safety tools of the trade (protective equipment, axes, saw, SCBA etc.), thereby providing better context to didactic instruction.

Instructors need to reinforce the importance of participation and being ready to contribute through group research projects and being a viable team member. Coordination between instructors and local fire departments may open opportunities for students to visit agency locale for an overview of current industry-standard safety equipment presently in use.

More time needs to be available to students/instructor during and after scheduled class sessions. A progress evaluation sheet needs to be developed to monitor student/team progress on Scavenger Hunt Team Project. Instructor should require a pre-review analysis of the Scavenger Hunt Team Project prior to the due date.

17 Instructor needs to reinforce the importance of weekly participation in the Discussion Board Exercises on Firefighter Safety and Survival topics. Continue to offer those students/teams extra credit for Discussion Board Exercise participation and commenting on another students/teams posting. Also, clarification of the time commitment for class assignments should be added to the course syllabus.

Positive feedback from Instructors, Students, and Learning Assistants. The majority of students did participate in both lab sessions. Having both lab sessions off-campus provided the students with a real life training environment.

When students were given the opportunity to experience firefighter safety skills, working with actual tools while wearing fire fighting protective equipment and maintaining focus on the task at hand, they embraced the learning and were more engaged. Survival techniques were easier to teach and the students developed a greater understanding of the core concepts of Safety & Survival.

Develop or create several videos showing those manipulative skills being performed at each lab session. Make these videos available on Blackboard for students to review prior to each lab session.

Also, purchase state of the art fire fighting survival equipment for student use during safety and survival training.

There is a good understanding and retention of Firefighter Safety and Survival information by students. The two lab sessions were instrumental in student development with the subject matter.

Develop a comprehensive review worksheet on Firefighter Safety and Survival material for students to complete and use to study for Exam 4. Make this document available for students on Blackboard site for FT 52 ON1.

Also, there is a need to develop training videos of right and wrong ways to accomplish fireground tasks. Development of a summary that addresses common hazards, where to look for them, and what to do when encountering them will help improve student comprehension of the more complex concepts.

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  Other:______

Course FT53 – Fire Behavior & Combustion Semester assessment data gathered Spring 2011 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 2012 Faculty members involved in “Closing the Loop” discussion Jeff Zolfarelli & Bob Buell

CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE Defined Target Actual Scores** NUMBER OF CLOS WILL DIFFER BY COURSE) Scores* (eLumen data) (CLO Goal) (CLO) 1: Research a historic US fire as both an individual 75% of class 56% of class and a group and apply this to at least three topics of this score either 3 or scored either 3 or course. 4 4 (CLO) 2: Describe the periodic table, bonding of the 80% of class 19.2% of class elements to form matter, and the relationship between score either 3 or scored either 3 or matter and energy as it relates to the combustion process. 4 4 (CLO) 3: Describe the fire tetrahedron, and the laws of 80% of class 96% of class heat theory as they apply to the spread of fire in structure score either 1, 2 scored either 1, 2 and wildland settings. or 3 or 3 (CLO) 4: Describe methods of fire suppression 75% of class 90% of class operations, identify appropriate modes of fire suppression, score either 1, 2 scored either 1, 2 apply these in scenario settings. or 3 or 3 (CLO) 5: Describe the properties of extinguishing agents 80% of class 90% of class and how they relate to the classifications of fire, able to score either 2, 3 scored either 2, 3 discuss extinguishment applications. or 4 or 4  If more CLOs are listed for the course, add another row to the table. * Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4) **Actual scores: What is the actual percent of students that meet defined target based on the eLumen data collected in this assessment cycle?

Student performance was below the target performance level.

Strongly recommend that students meet English 1A or English 52A requirements. Many students did not have the ability to write an essay in APA format.

Student performance was below the target performance level.

Students are not able to grasp the principles of the chemistry and physics of this section through lecture only. In the absence of requiring high school or college chemistry before taking this class, students need to see actual demonstrations by the instructor to comprehend the chemistry and hazardous material content of this course.

Only 16% scored a 3 this semester, but 96% scored between 1 and 3.

Some of the chemistry terminology is addressed in other pre-Academy courses, so many students are familiar with the terms, but don’t completely understand them. If students were better able to see these concepts through demonstration, they would improve their comprehension.

20 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?

While this number is high, it lacks the ability for actual hands on and visual examination of certain forms, appliances and applications for this section of the course.

E. COURSE-LEVEL OUTCOME (CLO) 5: 1. How do your current scores match with your above target for student success in this course level outcome?

Students who have taken FT 50, 51 and/or 52 show higher retention of this topic than students who have not attended fire technology training prior to FT 53.

This is the first assessment cycle of the FT 53 course.

The assessment of CLO #1 revealed that most students have the ability to connect the case study to the principles instructed. Also, the students have successfully demonstrated their ability to work in teams. Unfortunately, this CLO assessment revealed a lower than expected level in writing research papers, gathering research data and presenting this data in APA format. There is a need to add a brief section to the lesson plan that reviews proper APA format writing.

A review of student performance of CLO #2 shows that students with high school chemistry, or a semester of college chemistry, tend to perform better in this course. Also, students who perform well in this course have a stronger foundation for hazardous

21 materials emergency response principles. The need for use of a chemistry lab in which simple demonstrations of the chemical and physical examples presented in the lecture would greatly help and provide a better learning environment for the students. The student would be able to see first hand what was taking place and not have to rely merely on lecture and course reading. Fire Tech will partner with the Chemistry program to determine possible opportunities that will meet this interest and need.

Since much of this content for CLO #3 is also covered in FT 50 and 52, students have benefited from the repetition of basic concepts of fire. Also, students who have completed a Fire Academy before taking FT 53 have a better grasp of many of the fire chemistry principles.

Along with developing a partnership with the Chemistry Lab, the Blackboard platform will be employed as a resource for the students to find links, videos from Edustream, and additional pertinent content for outside study. Also, practice quizzes will be loaded onto Blackboard for students to use to help them prepare for formative tests administered in class.

A review of using the Blackboard system more extensively may be necessary for students unfamiliar with Blackboard.

The assessment of CLO #4 revealed that the out-of-date audio-visual resources were not as effective but still seemed to provide sufficient information for success. Purchasing additional up-to-date videos, forms & appliances that address the Incident Command System, Personal Accountability and Post Incident Analysis of Incidents would be more relevant. Research is needed to explore possible computer-based simulator programs for greater interactivity when applying strategic and tactical concepts to fire suppression and rescue operations.

Since several other Fire Technology courses address different areas of basic fire extinguishment principles, many students are well-prepared to discuss this topic from a chemistry perspective. Additional equipment and examples would greatly increase the understanding of students in this section. Examples would be portable fire extinguishers

of CO2, Purple K, Pressurized Water. A mock up of a Class 1, 2 and 3 Standpipe system would also help.

Course FT54 – Fire Prevention Technology Semester assessment data gathered Fall 2011 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 2012 Faculty members involved in “Closing the Loop” discussion Klaus Zalinskis and Bob Buell

CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE Defined Target Actual Scores** NUMBER OF CLOS WILL DIFFER BY COURSE) Scores* (eLumen data) (CLO Goal) (CLO) 1: Given lecture, videos, CFC, CBC, NFPA 90% of class 86% of class standards and related reference material: Select an score either 3 or scored either 3 or occupancy to inspect and through a group project 4 4 demonstrate ability to conduct a proper fire inspection. Create a floor plan of an assigned occupancy classification and indicate on that plan fire code violations with the accurate code sections. Final project includes a difficult situation with the RP and successful resolution. (CLO) 2: Given class lecture, class discussion, the CBC, 90% of class 53% of class The CFC, NFPA standards and related reference material: score either 3 or scored either 3 or Demonstrate the ability to identify building limitations and 4 4 type of construction, purpose and location of fire rated building components and their correlation to building occupancy classifications. (CLO) 3: Given lecture, the CBC, the CFC videos and 90% of class 88% of class related reference material: Demonstrate the ability to score either 3 or scored either 3 or identify occupancy classifications and related exiting 4 4 requirements.  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?

Students nearly reached the target 90% success level.

Students do well when provided with needed videos and reference material. Also, the students were exposed to learning in many different ways increasing the success rate. Hands on exercises are indispensable, coupled with current videos and reference material.

An increase of 37 percent is needed to reach the desired success rate.

Newly provided codes and standards for students should improve student capability to see the bigger picture.

Students nearly reached the target 90% success level.

To fully be successful, each student should have his/her own current edition California Fire Code book to complete assignments outside of class. Currently, there are only 10 code books shared among 40 students, so use of these books is limited to in-class access.

4. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? This is the first assessment cycle of the FT 54 course.

Students respond well to a combination of hands on exercises and adequate reference material. Stress that students take initiative and take advantage of tutoring that I offer. Continue to keep videos and reference material up to date.

Exposure to step-by-step processes and reference tables that are presented in clear fashion have been helpful to students. An increase in up-to-date reference material is also helpful. To make full use of newly acquired videos and reference material. A drafting room and tables would help to promote complicated group projects.

Students do well with a combination of actual hands on field exercises coupled with access to current code reference material, lecture, and active class participation. Students need larger drafting tables and space for successful group work. The current classroom has desk chairs and is not conducive to the class assignments. Moving the class to a room with tables and chairs could better accommodate the class activities, if drafting tables are not practical or accessible. Also, more reference material for each individual, especially the current fire code, would be very helpful for students to learn how to use these materials on their own.

6. 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  Other:______

Course FT55 – Fire Protection Equipment and Systems Semester assessment data gathered Spring 2012 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Fall 2012 Faculty members involved in “Closing the Loop” discussion Klaus Zalinskis and Bob Buell

CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE Defined Target Actual Scores** NUMBER OF CLOS WILL DIFFER BY COURSE) Scores* (eLumen data) (CLO Goal) (CLO) 1: Given applicable NFPA Standards, the California 90% of class 87% of the class Fire Code, The California Building Code, applicable score either 3 or scored a 3 or 4 in reference material, a campus map, measuring wheels, 4 category one. preplan form, graph paper, engineers scale and fire 94% of the class department access exercise: Demonstrate knowledge of scored a 3 or 4 in both proper and improper placement of fire category 2. appurtenances, identify proper proximity to buildings, and 60% of the class identify fire protection systems for specific occupancies. scored 3 or 4 in Analyze the efficiency of specific layouts. category 3. (CLO) 2: Given field trips to 1.A hazardous facility with 90% of class 94% of the class multiple fire protection items/systems and 2.A fire score either 3 or scored either a 3 protection training facility: Identify the different systems, 4 or 4 their applications and possible malfunctions due to lack of compatibility, misuse or incorrect installation. (CLO) 3: Given the applicable NFPA Standards, California 90% of class 59% of the class Building Code, California Fire Code, and related reference score either 3 or scored either a 3 material and commentary, lecture, videos and class 4 or 4 discussion : Identify various fire protection systems, their applications and functions, components, testing requirements, and hazards of incompatibility and improper placement.  If more CLOs are listed for the course, add another row to the table.

26 * 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?

PART II: COURSE- LEVEL OUTCOME REFLECTIONS

Scores increased from 45 to 87 percent from 2011 to 2012 in category one and from 30 to 59 percent in category three showing marked improvement. Success is maintained in level two. Closer to goal in level one by 3 percentage points. Marked improvement occurred in level 3 but 30 percent more is needed to reach the goal.

The new classroom 1613 with large tables and breakout rooms will improve the learning environment. Students are responding to additional code books and videos provided. The balance of in class lab/ workshop environment, and walking field trip quizzes sharpen student interest and improve performance.

The target success rate has been achieved.

The walking field trip quiz engages the students and sharpens analytical skill. To continue on course and increase challenge to students to analyze field conditions.

Success rate is off by 30 percent but improved from 30 to 59 percent from 2011 to 2012. The marked improvement shows that the process is becoming more successful.

27 Smaller class sizes are not possible but breakout rooms will allow for more small group interaction. Also, a bigger emphasis on small group tutoring may be helpful.

Actions taken have already included quality code source material and videos. An improved class room with larger table and breakout rooms now available aid in strengthening student concentration and enhance lab and workshop environment. New code and video resources and real life interaction is working for students.

The strengths revealed are the multiple methods of teaching applied: 1. Lab/workshop process 2. Field trip and analysis 3. Lecture and traditional methods 4. Exposure to proper code materials and videos 5. One on one tutoring

The field trips coupled with an actual test maintain students’ interest students while sharpening their powers of observation

Some students need to become more grounded and self-disciplined. Small group interaction will help to identify students needing additional attention. Small group tutoring will also increase learning capability. Some students are less comfortable in large classroom environments.

Course FT56 – Building Construction for Fire Protection Organization Semester assessment data gathered Fall 2011 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 2012 Faculty members involved in “Closing the Loop” discussion Jim Passadore & Bob Buell

CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE Defined Target Actual Scores** NUMBER OF CLOS WILL DIFFER BY COURSE) Scores* (eLumen data) (CLO Goal) (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?

30 C. COURSE-LEVEL OUTCOME (CLO) 3: 3. 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.

6. 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  Other:______

Course FT89 – Fire Academy Introduction Semester assessment data gathered Fall 2011 Number of sections offered in the semester 2 Number of sections assessed 2 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 2012 Faculty members involved in “Closing the Loop” discussion Bob Buell &

(CLO) 2:

(CLO) 3:

(CLO) 4:

E. COURSE-LEVEL OUTCOME (CLO) 1: 7. How do your current scores match with your above target for student success in this course level outcome?

F. COURSE-LEVEL OUTCOME (CLO) 2: 9. How do your current scores match with your above target for student success in this course level outcome?

Course FT90A – Fire Fighter 1 Certification Preparation I (Basic) Semester assessment data gathered Fall 2011 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 2012 Faculty members involved in “Closing the Loop” discussion Bob Buell &

(CLO) 2:

(CLO) 3:

(CLO) 4:

G. COURSE-LEVEL OUTCOME (CLO) 1: 11. How do your current scores match with your above target for student success in this course level outcome?

H. COURSE-LEVEL OUTCOME (CLO) 2: 13. How do your current scores match with your above target for student success in this course level outcome?

Course FT90B – Fire Fighter 1 Certification Preparation II (Intermediate) Semester assessment data gathered Fall 2011 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 2012 Faculty members involved in “Closing the Loop” discussion Bob Buell &

(CLO) 2:

(CLO) 3:

(CLO) 4:

I. COURSE-LEVEL OUTCOME (CLO) 1: 15. How do your current scores match with your above target for student success in this course level outcome?

J. COURSE-LEVEL OUTCOME (CLO) 2: 17. How do your current scores match with your above target for student success in this course level outcome?

Course FT90C – Fire Fighter 1 Certification Preparation III (Advanced) Semester assessment data gathered Fall 2011 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 2012 Faculty members involved in “Closing the Loop” discussion Bob Buell &

(CLO) 2:

(CLO) 3:

(CLO) 4:

K. COURSE-LEVEL OUTCOME (CLO) 1: 19. How do your current scores match with your above target for student success in this course level outcome?

L. COURSE-LEVEL OUTCOME (CLO) 2: 21. How do your current scores match with your above target for student success in this course level outcome?

Course FT91A – CAL FIRE Wildland Firefighter Basic Training Semester assessment data gathered Fall 2011 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 2012 Faculty members involved in “Closing the Loop” discussion Bob Buell, Jeff Urnes & Ken Lewis

(CLO) 2:

(CLO) 3:

(CLO) 4:

M. COURSE-LEVEL OUTCOME (CLO) 1: 23. How do your current scores match with your above target for student success in this course level outcome?

N. COURSE-LEVEL OUTCOME (CLO) 2: 25. How do your current scores match with your above target for student success in this course level outcome?

Course FT91B – Hazardous Materials First Responder (Operations) Semester assessment data gathered Fall 2011 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 2012 Faculty members involved in “Closing the Loop” discussion Bob Buell & John McPartland

(CLO) 2:

(CLO) 3:

(CLO) 4:

O. COURSE-LEVEL OUTCOME (CLO) 1: 27. How do your current scores match with your above target for student success in this course level outcome?

P. COURSE-LEVEL OUTCOME (CLO) 2: 29. How do your current scores match with your above target for student success in this course level outcome?

Course FT91C – Incident Command System I200 Semester assessment data gathered Fall 2011 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 2012 Faculty members involved in “Closing the Loop” discussion Bob Buell & John McPartland

(CLO) 2:

(CLO) 3:

(CLO) 4:

Q. COURSE-LEVEL OUTCOME (CLO) 1: 31. How do your current scores match with your above target for student success in this course level outcome?

R. COURSE-LEVEL OUTCOME (CLO) 2: 33. How do your current scores match with your above target for student success in this course level outcome?

Course FT91D – Fire Fighter Survival - Skills Semester assessment data gathered Spring 2012 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Fall 2012 Faculty members involved in “Closing the Loop” discussion Bob Buell & Derek Krause

(CLO) 2:

(CLO) 3:

(CLO) 4:

S. COURSE-LEVEL OUTCOME (CLO) 1: 35. How do your current scores match with your above target for student success in this course level outcome?

T. COURSE-LEVEL OUTCOME (CLO) 2: 37. How do your current scores match with your above target for student success in this course level outcome?

Course FT95 – Fire Fighter Work Experience Semester assessment data gathered Fall 2011 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 2012 Faculty members involved in “Closing the Loop” discussion Bob Buell &

(CLO) 2:

(CLO) 3:

(CLO) 4:

U. COURSE-LEVEL OUTCOME (CLO) 1: 39. How do your current scores match with your above target for student success in this course level outcome?

V. COURSE-LEVEL OUTCOME (CLO) 2: 41. How do your current scores match with your above target for student success in this course level outcome?

Course FT96 – Fire Fighter Work Experience Seminar Semester assessment data gathered Fall 2011 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 2012 Faculty members involved in “Closing the Loop” discussion Bob Buell &

(CLO) 2:

(CLO) 3:

(CLO) 4:

W. COURSE-LEVEL OUTCOME (CLO) 1: 43. How do your current scores match with your above target for student success in this course level outcome?

X. COURSE-LEVEL OUTCOME (CLO) 2: 45. How do your current scores match with your above target for student success in this course level outcome?

72 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: ______ PLO #1:

 PLO #2:

 PLO #3:

 PLO #4:

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

What program-level strengths have the assessment reflections revealed? Strengths revealed:

What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned:

Program: ______ PLO #1:

 PLO #2:

 PLO #3:

 PLO #4: What questions or investigations arose as a result of these reflections or discussions?

73 Explain:

What program-level strengths have the assessment reflections revealed? Strengths revealed:

What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned:

74 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. Chabot Fire Technology Program is a California Regional Training Center and must offer the FT 70 series of courses as budget and FTEF allow. These courses must have a course outline on file for Chabot to offer should the FTEF permit. During the past ten years, the Fire Technology Program has pared down the curriculum to the minimum number of courses to meet our core mission. Should the opportunity allow, we would hope to regrow the program to meet the 21st century challenges that the FT 70 series of courses address.

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. All FT courses, with the exception of the 70 series, have the required number of CLOs completed with corresponding rubrics. The 70 series of courses are undergoing revision through State Fire Training and will have CLOs created once the revised curricula are issued to the Regional Training Centers.

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. All courses currently offered by the Fire Technology Program have been assessed and the corresponding “closing the loop” forms were issued.

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. No, not all programs have PLOs. Although the PLOs will be completed this summer, there is not a mechanism for assessing PLOs without complete voluntary contribution of data from students.

6. If you have course sequences, is success in the first course a good predictor of success in the subsequent course(s)? Yes. Students who pass the FT 89 (Introduction to Fire Technology) have a strong probability of success in the Fire Academy (FT 90ABC) courses.

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.

75 Appendix E: Proposal for New Initiatives (Complete for each new initiative)

Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both internal and external funding. How does your initiative address the college's Strategic Plan goal, or significantly improve student learning? GOAL D: Vision, Leadership & Innovation / D5 – Provide safe, secure, and up-to-date facilities and technology. Acquire the parcel in San Leandro adjacent to the Alameda County Training Facility (near San Leandro BART) as a transit campus for Chabot, with classrooms and resources available for Fire Technology and other programs, and develop a Joint Powers Agreement with Alameda County Fire for shared use of these classes and the fire training center. Fire Academy, Driver/Operator and Fire Officer courses could transition to this new location off Chabot’s campus, including a limited number of potential general education courses.

What is your specific goal and measurable outcome? A home for the Fire Academy that meets our training needs. Fire Technology courses have been offered since 1963. The first Fire Academy was in 1979 at the NIKE Site and San Leandro Training Center. During the previous Educational Master Planning and Facilities Planning, the needs of the Fire Technology program were not represented. Several years ago, the District sold the NIKE Site, but did not reinvest the funds from the sale into the Fire Technology program, nor the Fire Academy (choosing instead to apply the revenue from the sale toward art projects at both Chabot and Las Positas College campuses). The San Leandro Training Center may be sold for residential development in the next few years when the economy improves (if the land adjacent to it is sold to a developer), leaving the Fire Academy nowhere to go. Following the advice of former President Celia Barberena, the Fire Technology Program needs to be self-sufficient. As programs on campus have grown, their facility needs have been addressed. The same cannot be said for the Fire Academy and the Fire Technology Program as a whole. Recent Facilities Meetings regarding the draft Facilities Master Plan proposes that the Fire Tower needs are supported off campus.

Until this project has the approval to move forward, I cannot estimate some the information requested.

What is your action plan to achieve your goal? Target Required Budget (Split out Activity (brief description) Completion personnel, supplies, other Date categories) Address the facility needs in the updated Facilities Master Plan.

Pursue a Joint-Powers Agreement with Alameda County Fire Department for a shared use facility. Purchase the parcel of land adjacent to the Alameda County Fire Training Center in San Leandro from Wells Fargo Bank with Measure B Funds. Design the classroom facility consistent with the Fire Technology, Fire Academy and Fire Prevention Inspector program needs, along with other potential off-campus programs.

76 How will you manage the personnel needs? New Hires: Faculty # of positions Classified staff # of positions Reassigning existing employee(s) to the project; employee(s) current workload will be: Covered by overload or part-time employee(s) Covered by hiring temporary replacement(s) Other, explain

At the end of the project period, the proposed project will: Be completed (onetime only effort) Require additional funding to continue and/or institutionalize the project (obtained by/from): Will the proposed project require facility modifications, additional space, or program relocation? No Yes, explain:

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

Do you know of any grant funding sources that would meet the needs of the proposed project? ` No Yes, list potential funding sources: Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]

Audience: Faculty Prioritization Committee and Administrators Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent three years, student success and retention data , and any other pertinent information. Data is available at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .

1. Number of new faculty requested in this discipline: 1 FT / 3-4 PT 2. If you are requesting more than one position, please rank order the positions. Full-Time Position Description 1. Fire/Law Enforcement Conditioning See Rationale below. Instructor

Part-Time Positions Description 2. Cal Fire Adjunct Instructors (1-2) See rationale below. 3. Hazardous Materials Course Evaluators See rationale below.

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.

Full-Time

Due to the increasing need for firefighter physical conditioning of pre-employment students in the Fire Technology program, especially the Fire Academy, the Fire Science Conditioning courses need to be offered more frequently. We have experienced two student injuries per semester during the Fire Academy due to poor student fitness and undisclosed pre-existing injuries. The same instructor for the firefighter physical conditioning program is an integral part of the Fire Technology Introduction to Fire Academy course, teaching proper body mechanics for lifting, carrying and handling equipment in a manner to prevent injury. Currently, the qualified instructor is an adjunct working at maximum adjunct load, dividing instruction between Fire and Law Enforcement physical conditioning courses. A full time public safety (fire and law enforcement) conditioning instructor would be able to provide more instructional offerings of the fire conditioning program, as well as the law enforcement program. The additional fire conditioning time would be used to help our under represented students become more physically prepared to meet the rigors of the job as taught in the Fire Academy, and prepare these students to successfully complete the nationally recognized Candidate Physical Ability Test (CPAT) used by most fire agencies as an entry requirement for Firefighter positions. Also, the public safety conditioning instructor would attend key physical training sessions of the Fire Academy to assess the strength, endurance, stamina and overall conditioning of Academy and provide prescriptive training recommendations for students at risk of failure for manipulative performance assessments, thus improving student success in this area. This is the fifth year of requesting this position.

78 Adjunct

Due to a change in state certification requirements, the Wildland Firefighter Basic course (FT 91A) must have a current CAL FIRE Captain present during each class session in order to certify the students in Basic Forest Firefighter operations. The current primary instructor for FT 91A does not meet this requirement. Students who complete this training will be qualified to work on a California Department of Forestry & Fire Protection fire engine upon completion of the training. The lecture and lab hours for the course will not change from what has been approved, however, we will need to hire one or two CAL FIRE personnel as adjuncts to meet the mandate.

Professional Specialist – Fire Conditioning

If the full-time public safety conditioning instructor is not approved, then 128 hours of time will need to be approved (at $87/hour) to hire a qualified fire and law enforcement physical conditioning instructor to provide the needed skill development for the pre-Academy and current Academy students to reduce injuries, increase safety training, and support the retention of disadvantaged and under-represented students in the Fire Technology program.

SCBA Maintenance by Adjunct Instructor

The Fire Academy currently has self-contained breathing apparatus (SCBA) units worn by students during their firefighter training. These units were donated to Chabot College from Santa Clara County Fire Department. The units often need maintenance throughout the duration of the Fire Academy so that student safety is not compromised. The current SCBA instructor is qualified to performs the maintenance on 40 SCBA units each semester, at an average of 30 minutes per unit. As a specialist in this area, this instructor would need approximately 20 hours each semester to perform this work, plus an additional ten hours per semester should there be significant repairs beyond the routine maintenance. The rate would be $87 per hour for up to 40 hours total over two semesters. ($3480)

Hazardous Materials First Responder Operations Evaluators

The Fire Technology 91B – Hazardous Materials First Responder Operations course utilizes three evaluators per semester, in addition to the primary adjunct instructor, for a five-hour scenario component to assess how well the students apply the required firefighter competencies relevant to : personal and scene safety, isolation of the hazard area, notification of proper authorities, incident command, chemical identification and assessment, action planning, protective clothing selection, containment and control actions, protective actions for the public, decontamination methods, clean-up and disposal options, and proper incident documentation. The cost per evaluator is $12/hour. The number of evaluators is based on 1 evaluator for every 10 students, with a maximum class size of 40 students. The projected cost per semester is $180 (based on a full class) for a maximum total of $360 for both Fall and Spring semesters. 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.

The positions requested are essential for the Fire Technology program to support the goals, strategies and objectives of the 2009-2012 Chabot College Strategic Plan.

The full-time public safety conditioning instructor, in conjunction with the Fire Technology Instructor / Coordinator, would be key to supporting Awareness & Access Objectives A2c [increasing completion for underrepresented students] and A4c [evaluate accessibility of course offerings and provide new configurations as needed] by modifying the structure and content of the conditioning courses, along with the time and frequency of course offerings, to meet the students’ needs to successfully prepare for and complete the physical training components of fire and law enforcement manipulative performance requirements. In the area of fire conditioning, this instructor is key to the Student Success objectives B1b [improve learning and success rates] and B3e [alternative delivery methods] through the offering of courses that integrate training components for active Fire Academy students along with pre-Academy students, yet vary with skill development needs of the students who persist in the Fire Academy sequence of courses. This position is also supports the Community Partnership objectives C2a [off-site partnerships with … community-based organizations] and C3a [increase engagement of student, faculty and classified professionals in the community] through the networking between fire and law enforcement agencies and addressing their needs in the development of potential candidates for employment through updated physical conditioning programs that meet local jurisdiction interests.

The adjunct positions requested primarily support the Community Partnership goals C2a and C3a, but more focused with CAL FIRE and US Forest Service (FT 91A).

In the event that the full-time public safety conditioning instructor cannot be funded, the Professional Specialist would then need to be funded again for a third year. The same objectives listed above could be met with the funding of this position.

Student safety is the primary purpose of the equipment repair performed by the SCBA instructor. This is a critical function within the Fire Academy since the breathing apparatus is used over an 11-week span of time each semester.

The Hazardous Materials First Responder certification course is essential for pre-employment and current emergency service professionals, so the accurate assessment of student competency in this course is crucial. Students who complete this course are authorized to function at the “Operations” level at a hazardous materials event, so to protect the liability of the college, we have qualified evaluators, independent of the instructor, to confirm that the students have achieved the required competencies for this certification.

80 Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000] Audience: Administrators, PRBC Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified professional positions (new, augmented and replacement positions). Remember, student assistants are not to replace Classified Professional staff. Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.

1. Number of positions requested: ______

2. If you are requesting more than one position, please rank order the positions. Position Description 1. Equipment Technicians (2) Currently have 1; 1 additional requested 2.

3. Rationale for your proposal. Equipment Technician (Student Assistants) – 2 positions shared across 14 courses

Currently, there is one student assistant trained as an Equipment Technician to manage equipment at the off-campus Fire Academy. Since student assistants are allotted a maximum of 20 hours per week to work, the current Equipment Technician does not have much available time to help on campus. Currently, there is no one to manage the equipment used in the following on campus courses: Fire Conditioning, Firefighter Safety and Survival, Introduction to Fire Academy and Work Experience. Due to the increasing use of equipment by Fire Technology students, a greater amount of the Fire Coordinator’s time is directed to tool maintenance and equipment check-out/check-in. This, in turn, reduces the efficiency of the program coordination so that student safety is not compromised. Even with the availability of Learning Assistants to the Fire Technology program, the LA program has restrictions on the use of LA’s, and many of the Equipment Technician functions cannot be performed by LA’s. Therefore, a second student assistant is needed as an Equipment Technician for the on- campus courses.

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.

The Equipment Technician (student assistant) position is as essential to the Fire Technology program as those who work in the tool room for Applied Technology programs such as Machine Tool, Welding and Automotive Technology. When instructors have to stop class to obtain or fix equipment, learning stops. These past two years, the Equipment Technician (student assistant), was vital in managing the equipment and resource needs at the off campus Fire Academy. Unfortunately, since the Fire Academy is conducted 9 miles north of the Chabot College campus, the student assistant could not take care of the on campus needs while the Fire Academy was in session, so the Fire Coordinator filled that void. When the Fire Coordinator is busy doing Equipment Technician work, other Department work must be delayed to allow the Coordinator to serve the immediate needs of the students involved in the Fire Academy. A second student assistant / equipment technician would free up the Fire Technology Coordinator from the day-to-day equipment management and repair on campus, allowing for a more accessible person when this aid is needed – not when the Coordinator is available. Appendix F3: FTEF Requests

Audience: Administrators, CEMC, PRBC Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty Contract. Instructions: In the area below, please list your requested changes in course offerings (and corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze enrollment trends and other relevant data at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .

For 2013-2014, request maintaining correct FTEF for Summer (.27), Fall (3.95) and Spring (3.75).

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

Audience: Administrators, PRBC, Learning Connection Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants, supplemental instruction, etc.). Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal . Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.

1. Number of positions requested: 8 - Maintain current allotment

2. If you are requesting more than one position, please rank order the positions. Position Description 1. Learning Assistant (8) Down from 13 LA’s 2. 3. 4.

3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions. Learning Assistants – 8 positions shared across 13 courses

The 8 Learning Assistants currently used in the Fire Technology Program help to reinforce the manipulative performance techniques related to the Firefighting and Rescue skills as taught by the primary and adjunct instructors. The Learning Assistants are part of a cadre of 8 LA's across 13 Fire Technology and 2 Fire Conditioning courses that support certified training in Fire Fighter 1, Wildland Basic Forest Firefighter, Fire Fighter Safety and Survival, and fire fighter basic skills development for students training to apply for the State Fire Academy program. Learning Assistants are present during presentation of new psychomotor skills instruction, and work with students during practice sessions in preparation for manipulative performance examinations. The Learning Assistants help provide more individualized attention for students with mechanical aptitude deficiencies by guiding them through the operations and key points of the psychomotor training thereby learning skills correctly the first time, and practicing correctly during training sessions. The effectiveness of the Learning Assistants are assessed in two ways. First, the Learning Assistants are observed by the instructor, intermittently during lab sessions, reinforcing the manipulative performance instructions for the firefighting and rescue skills during practice sessions. Second, the Learning Assistants provide updates during the training sessions on the performance of the students so that immediate diagnosis of problems and prescriptive training recommendations are addressed immediately. Third, the students provide feedback on the effectiveness of the Learning Assistant through anonymous survey. These positions have been funded by the Learning Connection, but funding this past school year was allocated from Applied Technology.

Over the past eight semesters, the Learning Assistants have been playing a major role in student success throughout the Fire Academy course sequence. The LA program has been so successful in helping disadvantaged and underrepresented students succeed in the Fire Academy, that the LA use has expanded to several pre-Academy courses to help more students prepare for the Fire Academy prior to enrollment in the Academy. Even the Learning Connection has used the Fire Technology LA’s as examples of successful integration of tutors in the classroom. The number of LA’s may appear large, but averages just under one LA for every course. Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]

Audience: Administrators, Budget Committee, PRBC Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds. Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond those you received this year. Please also look for opportunities to reduce spending, as funds are very limited. Please note that all past Fire Technology Supply funding comes from Perkins VTEA sources. SUPPLIES - 4000 2012-13 Budget Project or Items Requested Received 2013-14 Request Rationale Requested $ $18,900 Wood Ladder 500 Several Parts for Repair components of the wood fire ladders have worn over time. This supply item permits ordering the correct manufactured rungs, tie rods and carriage bolts to repair and maintain ladders. Fuel 2 fire engines 600 Request addresses combined costs of diesel fuel and recommended additives to extend life of diesel fuel in tanks of two fire engines for 1 year. ACME Extinguisher 1200 1200 To support live fire training on and off campus, fire extinguishers must be refilled after use. The cost covers service and recharge of expelled fire extinguishers over two semesters. Alliance Gas - 500 Cost reflects refill Propane costs of propane in BullEx Fire Trainer that is used on and off campus for live fire training Home Depot – 1000 Supplies needed Wood, screws, to replace wood sheetrock, paint, and sheetrock that varnish, lubricant is destroyed during simulated fire training. Paint, varnish, lubricant and other supplies from hardware store are needed to maintain basic tools used in student firefighter training. Smoke Fluid 400 Smoke fluid is used in a simulation machine to provide smoke- style conditions without live fire, allowing instructors to work with student firefighters in a safe environment for preliminary fire and rescue training before students are permitted to perform live fire attack operations. MotoMix 200 This is the fuel-oil mix used to refill chain saws and rotary saws for ventilation and forcible entry training. LN Curtis – Hose 500 To reduce the Coupling Parts need to purchase replacement fire hose each year, this request addresses cost of replacement hose coupling components to repair damaged fire hose as needed. Threadsaver 400 New self- Protection Covers contained (72 breathing apparatus (SCBA) cylinders need protective covers so that valve threads can be protected from damage when not connected to the SCBA pack. 20 Traffic Vests 800 Department of Transportation required safety gear to wear over structure fire gear when student firefighters performing vehicle rescue operations in highway zones Replacement Parts 200 During training on for Helmets and off campus, protective face visors and chin straps wear and may break. Replacement parts are needed to extend life of helmets currently used by Fire Tech program. Carabiners (20) 500 Several rescue tool components need replacement carabiners for student firefighter rescue equipment systems Irons shoulder 100 Currently using straps -2 duct tape around tools to hold them together due to lack of equipment carry straps. Tape has to be removed then reapplied. Tape adhesive is stripping protective coating to tool handles. IFSTA Library 2000 The current library of fire training reference manuals is over 15 years old. This library includes 28 current edition training manuals that would be used as reference resources for fire instructors teaching the revised Fire Fighter 1 Training curricula. Replacement 200 Several rescue Webbing @ .40/ft straps have worn out over several years of continuous use. Amount requested permits ordering the needed spools of webbing that can be cut to size using existing tools. Replacement 8mm 200 Several rescue cord @ .60/ft cords have worn out over several years of continuous use. Amount requested permits ordering the needed spools of rescue cords that can be cut to size using existing tools, then tied in rescue slings. Essentials of Fire 7300 This DVD library replaces the VHS Fighting DVD Library tape library acquired over a decade ago and matches the current reference manuals. Fire Officer 1 DVD 1700 This DVD library addresses the training curricula in several FT 70 series courses, replacing VHS tapes that are over 25 years old. Garment Labels and 500 These supplies are requested for the Print Supplies firefighter protective clothing labeling project to bar code all gear to make issuing and returning of equipment loaned to students more efficient. Fusees 100 Wildland firefighter training course uses fusees for simulated live fire training. Please note that all past Fire Technology Services funding comes from Perkins VTEA sources. SERVICES - 5000 2012-13 Budget Project or Items Requested Received 2013-14 Rationale Requested Request $ $ 20,100 Tower Rental 5000 This is the contractually obligated cost for use of the Alameda County Training Facility in San Leandro for Chabot Fire Academy use 26 weeks per school year. Regional Fire Training 2500 This cost reflects the maximum Center Re- possible cost of the State Fire Training Accreditation and Site Reaccreditation visit in Fall 2013 to Visit by State Fire maintain Chabot College Training authorization to deliver state fire training certified curricula. Central Towing 500 1000 This amount is requested to cover the towing fees for delivery and removal of four donated cars per semester for auto extrication training Maintenance and 5000 This amount is requested to perform Repairs to Fire service and maintenance to fire Engines engines by Fleet Mechanic. Replacement parts (e.g. head light) and supplies (replacement oil) would be included Wood Ladder Repair 500 Covers payment to repair technician Service for wood ladder repairs. NFPA Codes 1300 The Fire Prevention Inspector and Fire Subscription Technology Associate Degree courses reference use the National Fire Codes as part of the curriculum requirements. Need to upgrade codes from 2011 edition to 2013. BullEx - Service 1000 Fire trainer has not been serviced since received nearly three years ago. Cost reflects sending unit to repair facility, replacement parts, and shipping trainer back to Chabot. Adaro Engine – 200 This amount covers minor repairs to Service chain saw and rescue rotary saw used for forcible entry training in Academy. Repairs to Protective 1000 There have been nor repair costs to Clothing student firefighter protective clothing in several years. This cost will cover the repairs to 10 to 15 sets of student firefighter clothing. California Fire Code 2600 Only have 10 books to use in a 40- (20 @ 114) person class. Need to acquire 20 more for more efficient use of class projects in FT 54 (Fire Prevention Technology), FT 55 (Fire Equipment & Systems) and FT 56 (Building Construction for Fire Protection). Appendix F6: Conference and Travel Requests [ Acct. Category 5000]

Audience: Staff Development Committee, Administrators, Budget Committee, PRBC Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds. Instructions: Please list specific conferences/training programs, including specific information on the name of the conference and location. Note that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the Strategic Plan goal.

Conference/Training 2013-14 Request Rationale Program $ Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]

Audience: Budget Committee, Technology Committee, Administrators Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee. Instructions: Please fill in the following as needed to justify your requests. If you're requesting classroom technology, see http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current standards. If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request. Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are less expensive should be requested as supplies. Software licenses should also be requested as supplies. Please note that Fire Technology Equipment funding comes from Perkins VTEA or Measure B sources. EQUIPMENT-6000 2012-13 Budget Project or Items Requested Received 2013-14 Rationale* Requested Request $ $121,155 16 Gauge Steel Top 1400 Needed for moving the Hose Repair Mobile Service Machine (weighs over 400 pounds) in Bench 1000 lb the new Fire/Police training room in PE Capacity, 2-door, 3 Complex. Too risky to have students drawer #1AAF6 lift and move when machine is needed. 20-foot wood wall 3200 One of the wood 20-foot single section ladder, Alaco Ladder wall ladders was on loan to the Chabot company Fire Academy. The ladder is due to be returned to the host agency, so Chabot Fire Academy will need a new 20-foot wood ladder to maintain the current Academy training schedule each year. 30 Helmet Shields 1700 Current 20 helmets and new 10 helmets need helmet shields that identify wearer as Chabot College Student Firefighter. Currently, there are no identifiers on helmets. 10 Structure 2200 Need 10 more Ben Franklin 2 structure Helmets fire helmets for student firefighters in Work Experience program. 2 Replacement 1400 120 volt exterior lamps needed for Construction lights outdoor training in poor exterior lighting conditions. Must be capable of running on 120 volt system. 32 Petzl Helmet 3800 For student safety, helmet headlamps Headlamps would be used during Fire Academy when students need to train in the dark twice a week throughout the semester. Auto Extrication Ram 300 This auto extrication support tool Jammer keeps the current hydraulic rams from slipping out of car door frame when students activate the e-Draulic Hurst Ram tool. Milwaukee Sawzall 275 This tool is used in auto extrication for #6538-21 accessing the interior of the car through the roof or door. Currently. Borrowing from Fire Department if available for loan. 10 Structure Coats 10000 Need 10 more small, medium and large structure fire coats for student firefighters in Fire Academy and Work Experience programs. 10 Structure Pants 8000 Need 10 more small, medium and large structure fire pants for student firefighters in Fire Academy and Work Experience programs. Rotary Saw Diamond 700 This is for replacement blades needed Blades as current blades wear out from use of 72 students per school year. Thermal Imaging 10500 This is the 3rd year requesting this Camera, Charger and rescue device. During Fire Fighter 2 batteries Safety and Survival training, this tool is used to locate downed firefighters. Accessing tool for loan during training is increasingly difficult since most fire departments do not have surplus thermal imaging cameras at this time. Replacement 2500 This request is to replace the final two Aluminum Ladders – aluminum ladders used in the Fire 24-feet Academy. Essentials of Fire 600 Includes all of the teaching materials Fighting and Fire for the new Fire Fighter 1 Academy Department curriculum to comply with revised Operations 6th State Fire Training requirements. This Edition Instructor resource kit covers materials taught in Resource Kit seven Fire Tech courses (50, 51, 52, 90A, 90B, 90C & 91D). 600 feet ½” Rescue 700 Need to replace rescue safety rope Rope, (400 – yellow, that was compromised through shock 200 white) @.97/ft loading. Wildland Coats (10) 1150 Need 10 more small, medium and large wildland fire coats for student firefighters in CAL FIRE Wildland Academy and Work Experience programs. Wildland Pants (10) 930 Need 10 more small, medium and large wildland fire pants for student firefighters in CAL FIRE Wildland Academy and Work Experience programs. 4 - 2.5” Elkhart 5000 Over half of the Fire Academy nozzles Select-O-Matic Fog for large hoselines do not work and are Nozzles used as “dummy nozzles.” The four nozzles requested would be used during the charged hoseline and live fire training components of the Fire Academy. 4 Elkhart Select-O- 3500 Over half of the Fire Academy nozzles Matic Nozzles, 1.5” for small hoselines do not work and thread, break apart are used as “dummy nozzles.” The four nozzles requested would be used during the charged hoseline and live fire training components of the Fire Academy. Ajax Air Hammer 1800 Air chisel unit for auto extrication Heavy Duty Rescue training. Currently, borrowing air Kit 811 RK chisel from local Fire Department if available. 75 Interspiro 72000 35000 37000 This is the remaining replacement set Carbon-Fiber of cylinders for use with donated SCBA Wrapped Cylinders packs. @ 875 ea. [1/2 funded 2012-2013] 2 - Large SCBA 3800 Angled shelving unit for holding SCBA Storage Rack for 45 cylinders with valve protectors for min. cylinders increased safety. Allows for air circulation around cylinders so that they dry completely. This unit will help keep cylinders from being stacked on floor and accidentally tripped on. 2 – Aluminum Piston 3200 Replacement intake valves for fire Intake Valve 5” Storz engines. x 6# F NST Hose Tester, 4 outlet 3500 Unit designed for testing Chabot Unit College fire hose to NFPA standard pressure to ensure hose is safe to continue using. Barcode Heat press 1000 The heat press applies the bar code garment labels to the firefighter protective clothing to make issuing and returning of equipment loaned to students more efficient. Circul-Air Corp Dual 13000 This drying cabinet permits rapid Purpose Hose Dryer drying of wet fire hose and wet structure fire clothing. This permits clothing and hose to dry effectively prior to storage, and reduces mold and mildew from forming on damp equipment.

* Rationale should include discussion of impact on student learning, connection to our strategic plan goal, impact on student enrollment, safety improvements, whether the equipment is new or replacement, potential ongoing cost savings that the equipment may provide, ongoing costs of equipment maintenance, associated training costs, and any other relevant information that you believe the Budget Committee should consider. Appendix F8: Facilities Requests

Audience: Facilities Committee, Administrators Purpose: To be read and responded to by Facilities Committee. Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests. Instructions: Please fill in the following as needed to justify your requests. If requesting more than one facilities project, please rank order your requests.

Brief Title of Request (Project Name): Fire Fighter Roof Training Props at PE Complex

Building/Location: 2900

Description of the facility project. Please be as specific as possible. Add two roof training props with lighting for students to place ladders against and climb upon. Currently, students perform roof access techniques onto PE Complex roofs with fire ladders. The intent of this request is to have the proper roof props placed atop the 1-story roof of Building 2900 so that the ladders do not cause damage to the roof surface.

What educational programs or institutional purposes does this equipment support? Supports Fire Conditioning training and Fire Fighter 1 Academy ladder skills development throughout the year. Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning? Student retention is core concern at Chabot College. When it comes to training with Fire Ladders, students need the practice carrying, raising, extending and placing these ladders to be successful in the Fire Academy. Due to strength issues, some students need at least two or more semesters of the Fire Conditioning training to competently meet the ladder training standards. The renovation of the PE complex did not take into account the fact that the Fire Conditioning students throw these ladders to the roof of Building 2900 and access the roofs as part of their training. The proposed roof props are intended to handle the rigors of ladder training while protecting the roof of the structure. The additional lighting is needed for safety of students training at night. Brief Title of Request (Project Name): Additional Computer Lab and Student Study Area

Building/Location: 1600

Description of the facility project. Please be as specific as possible. Add a study area to Building 1600, similar to upgraded improvements in Building 1800. Also, add an additional state of the art computer lab in 1600 for online hybrid courses to use.

What educational programs or institutional purposes does this equipment support? Supports need for CTE students in Applied Technology courses to have an indoor study area similar to Building 1800, especially Fire Tech students who need break out rooms to perform class activities. Also, a state of the art computer lab where Applied Tech students can do course related assignments would help with retention, due to students who lack personal computers due to financial hardships. Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning? Student retention is a core concern at Chabot College. Several students who apply to the Fire Tech program do not possess their own computers , so their ability to complete assignments is limited to the availability of computers that have the software and resources necessary to support their assignments. Due to the limited number of computer labs in 1600, Fire Tech instructors run into conflicts of time and access before or after some Fire Tech classes to provide these affected students the opportunity to complete assignments when the library computer lab is not open.