2016-2017 Comprehensive Program Review Form and Instructions ACADEMIC AFFAIRS San José City College

INSTRUCTIONS: What follows is a form outlining what should be addressed in the Comprehensive Program

Review self-study. Additional issues and information may be included, as appropriate for your

program. When identifying and analyzing trends, data should be examined for the period since

the last program review, which is typically the last four years. The document should be written

so that it is clear to external reviewers (members of the Academic Senate, College Planning

Council, and Finance Committee) who may not be familiar with special terms and acronyms.

The purposes of a program review are improvement, alignment with established objectives,

and planning for the future. The program review process provides opportunities for programs

to review their accomplishments, examine their strengths and weaknesses, and develop plans

through which improvements can be achieved. Program review conclusions and

recommendations will be used in department, division, College, and strategic planning

processes as well.

While the guidelines may be adapted to meet the needs of a particular program, they should be

followed as closely as possible. The Office of Research and Institutional Effectiveness, the SJCC

Research Analyst or the Division Dean can assist the department in locating much of the

quantitative information and data needed.

Descriptions and data are important in order for readers to understand the Program Review

conclusions and recommendations. It is essential that careful analysis be provided in order to

extract the maximum value from the process. This includes not only an examination of trends

from the past to present but projections into the future. Since this is a process for self-

improvement, it is encouraged that the Program Review delves into the important future

challenges and opportunities for the program and takes advantage of both self-reflection and

dialogue among administrators, faculty and staff. We are also introducing a new Data

Worksheet, which we hope will make the process easier and more effective. It is optional this

year.

A word of caution is in order regarding solving problems or making improvements exclusively

with the use of new resources. Program review is not an opportunity to list what the program

can do only if the funds become available. It is expected that many solutions and improvements

can be accomplished with careful planning and a focus on the most effective use of existing

resources.

2016-2017 Comprehensive Program Review ACADEMIC AFFAIRS - SAN JOSÉ CITY COLLEGE

PROGRAM: Dental Assisting

PREPARED BY: Laura L. Sanchez

ADMINISTRATOR: Maniphone Dickerson

PROGRAM REVIEW SUBMISSION DATE: 11/21/16

PART ONE: PROGRAM DESCRIPTION

Description of the program components, function and purpose. Registered Dental Assisting Programs are designed to instruct women and men with the knowledge and skills necessary to perform as dental health care paraprofessionals. Students are taught to assist in all phases of general dentistry and dental specialties including prosthodontics, oral surgery, periodontics, endodontics, orthodontics, and pediatric dentistry. Through the Registered Dental Assisting Program students will be taught to perform in expanded functions, trained and licensed in taking dental x-rays, certified in coronal polishing and pit and fissure sealants. The preventive, restorative, business, and employment aspects of dental assisting are also included. Upon completion of the Program students will be eligible to take the California State Board Examination for licensure as a Registered Dental Assistant (R.D.A.) and the Dental Assisting National Board Certification (C.D.A.). The Registered Dental Assisting Program at San Jose City College has full accreditation status from the Commission on Dental Accreditation of the American Dental Association and is approved by the Dental Board of California.

1.1 Describe current program staffing. Full-time faculty:

1- Wendy Pio 2- Laura Sanchez 3- Edna Dolatre

Adjunct Faculty: 1- Jitka Stodulka 2- Jodi Kokoletsos 3- Paula Morgan 4- Anouk Sivi

Classified: 1- Michelle Heemskerk, Lab Assistant

1. Describe Program Goals and how they support the college’s mission. Response: San Jose City College Dental Assisting Program has been serving students since 1958. The program received its first accreditation from the Commission on Dental Accreditation (ADA) in February 1961. The dental assisting program has superseded many traditional dental assisting programs due to the nature of the stringent and superior course curriculum regulated by the ADA, California Dental Board, and the experienced dental faculty. Students receive comprehensive knowledge and skills that prepare them for the workforce, advanced education, and transfer. Our student success rates reflect how the program and faculty work to integrate challenging curriculum and clinical experience, while meeting the individual learner in a safe learning environment. Students work toward earning a Certificate of Achievement and/or Associate in Science Degree in Dental Assisting. Lastly, upon completion of the program students will earn a Radiation Safety Certificate (X-ray license), Coronal Polishing Certificate, Pit and Fissure Sealant Certificate, and be eligible to sit for his/her State Boards to become a Registered Dental Assistant. The following dental assisting program goals fosters student success with thorough 800 hours of accredited curriculum and hands-on learning. In addition, students are placed in three different dental offices for training and acquire 320 hours of clinical practice. Each skill is demonstrated with detail, students practice, and are then evaluated carefully before moving to the next skill. Our diverse dental community creates partnerships and increases the student’s cultural competency. Students are taught that patient safety is priority. Our model works in making students successful.

Goal 1: Prepare entry level dental assistants to be successful in the field of dentistry. Goal 2: Demonstrate competence of the knowledge and skills required to perform a variety of

chairside assisting skills during patient care and treatment. Goal 3: Analyze and follow mandated and prudent techniques in the prevention of the

transmission of diseases through accurate detailed execution of infection control procedures, blood-borne pathogen standards, standard precautions, standard operating procedures, engineering controls and safe work practices.

Goal 4: Demonstrate ability to exercise professional and ethical responsibility as listed in the

Dental Practice Act, Department Policies, and College Catalog as a member of the dental assisting program and dental profession.

Goal 5: Demonstrate knowledge and skills in the area of digital x-rays, intraoral scanners, business

management, charting, treatment planning/recording, filing, billing, and with the use of computer systems, dental management systems, and dental technology.

Goal 6: Students participate in teaching to the community about dental health and preventive

methods used to maintain excellent oral health.

2. Program Student Learning Outcomes (PSLOs).

1. Demonstrate entry level dental assisting skills that are clinically acceptable in order to work in the field of dentistry assisting during patient care while congruently preparing students for state and national licensure examinations.

2. Demonstrate competence of the knowledge and skills required to perform a variety of chairside skills during comprehensive patient care and treatment.

3. Analyze and follow mandated and prudent techniques in the prevention of the transmission of diseases through accurate detailed execution of infection control procedures, blood-borne pathogen standards, standard precautions, standard operating procedures, engineering controls and safe work practices.

4. Communicate effectively including reading, writing, speaking and listening. 5. Demonstrate patient management during patient care in a caring, professional, and

proficient manner. 6. Practice communication techniques to establish professional working relationships,

team work, and better dental office working environment. 7. Analyze problems using evidence and sound reasoning to make decisions. 8. Effectively demonstrate assisting the dentist and/or hygienist during different dental

procedures. 9. Develop multiple systems to standardize assisting the dentist during dental care while

maintaining infection control procedures complying with all agencies’ recommendations, laws, and regulations.

10. Display and deliver patient care to diverse, socio-economic backgrounds, disabilities, cultures, religions, sexual orientations, ethnicities, nationalities and differences as it pertains to working as a dental health paraprofessional, patient advocate, and employee in the dental office setting.

11. Demonstrate ability to exercise professional and ethical responsibility as a member of the dental profession.

12. Demonstrate working within the laws outlined in the state Dental Practice Act and understand the legal and ethical consequences of performing illegal duties.

13. Demonstrate ethics by reporting all illegal duties to the Dental Board of California or OSHA, if appropriate.

14. Demonstrate knowledge and skills in the area of business management, charting, treatment planning/ recording, filing, billing, digital radiography with the use of computer systems, dental software and digital sensors/scanners.

15. Participate in volunteering for a Community Health Project where students demonstrate creativity, oral communication, research skills, public speaking skills and knowledge of preventive dental health methods used to prevent dental disease to a group in the community.

3. How do the Program Student Learning Outcomes (PSLOs) align with San Jose City College’s Institutional Student Learning Outcomes (ISLOs)? 1. Communication: Students learn patient management skills, working with fearful

patients, children, and special needs patients. Students prepare Letters of Interest, Interviewing Skills, and Resume writing.

2. Critical and Analytical Thinking: Students will analyze patient health and dental problems using sound medical practice standards of care.

3. Global Awareness and Social Justice: Students demonstrate an awareness of social, economic, ecological, historical, and cultural differences and their implications when volunteering in our dental community assisting dentist who treat patients with no dental insurance or healthcare providers.

4. Personal Responsibility, Ethics, and Civility: Students demonstrate personal and civic responsibility and professional integrity as they are taught the strict department policies, college student code of conduct, HIPAA guidelines, and Dental Law and Ethics. Students are evaluated in these areas of performance throughout their tenure.

5. Technology: Students will utilize technology effectively for informational, academic, personal, and professional needs. Students learn digital x-rays and some front office skills using computers.

6. Aesthetics and Creativity: Students will develop an appreciation of the arts and engage in the creative process. Dental assisting students learn the cosmetic nature of teeth, their function, and the engineering of creating a beautiful smile.

4. What were the enrollment trends for the previous four years (FTES, WSCH, # of Sections, Headcount, Seat count, Day/Evening, etc.)? Discuss how these trends impact your program. (Optional but recommended: use the Program Data Worksheet for this section) Response: Each semester the Dental Assisting Program is impacted due to no prerequisites, referrals from friends, dentists, and/or counselors, and the abundant job market.

Enrollment Term Subject

Number of Active Sections

Number of Courses

2014SP DENT 12 12

2014SP Total: 12 12

Enrollment Term Subject

Number of Active Sections

Number of Courses

2014FA DENT 12 12

2014FA Total: 12 12

Enrollment Term Subject

Number of Active Sections

Number of Courses

2015SP DENT 12 12

2015SP Total: 12 12

Enrollment Term Subject

Number of Active Sections

Number of Courses

2015FA DENT 12 12

2015FA Total: 12 12

Enrollment Term Subject

Number of Active Sections

Number of Courses

2016SP DENT 12 12

2016SP Total: 12 12

Total: 120 13

5. What were the student demographics of your program in the previous five years (student population served/demographics-age, gender, ethnicity, income, previous education, etc.)? Discuss how these demographics impact your program. (Optional but recommended: use the Program Data Worksheet for this section)

Response: For the past five years, the dental assisting program has seen an increase in the enrollment of both Asian and Hispanic students. There has also been a small increase in the number of males entering the program each semester.

6. What were the student retention, persistence and success rates for your program? Were there any significant differences by gender, age or ethnicity? Discuss these trends as they apply to your program. If applicable, offer a plan for improvement of success, retention and persistence. (Optional but recommended: use the Program Data Worksheet for this section)

Response: The Dental Assisting Program has had consistent high retention and persistence rates. Most students complete the program and either continues their education and/or begins working in a dental office.

PART TWO: PROGRAM CONTENT 1. Provide a comprehensive course listing including dates of last revision, advisories, co and

prerequisites, and articulation with four year colleges for your program. Subject Code Course

# Course Title Created On Status

DENT 165 DENT-165 - Advanced Dental Assisting 1 2/26/2015 In Review

DENT 162 DENT-162 - Intermediate Dental Assisting 2 12/1/2015 In Review

DENT 164 DENT-164 - Dental Office Administration 12/2/2015 In Review

DENT 161 DENT-161 - Intermediate Dental Assisting 1 5/19/2016 In Review

DENT 181 DENT-181 - Dental Radiation Safety License 3/14/2016 Historical

DENT 098 DENT-098 - Directed Study in Dental Assisting 3/14/2016 Historical

DENT 182 DENT-182 - Pit and Fissure Sealant Techniques 3/17/2016 Historical

DENT 171 DENT-171 - Clinical Dental Assisting 1 3/30/2016 Active

DENT 153 DENT-153 - Beginning Dental Assisting 3 4/21/2016 Active

DENT 154 DENT-154 - Fundamental Dental Assisting 1 4/27/2016 Active

DENT 155 DENT-155 - Fundamental Dental Assisting 2 5/9/2016 Active

DENT 151 DENT-151 - Beginning Dental Assisting 1 3/15/2016 Active

DENT 152 DENT-152 - Beginning Dental Assisting 2 3/15/2016 Active

Response: The remaining dental courses are not up for revision and remain active. Since the last update all dental assisting course have moved from In Review to Active. We have no outstanding courses up for review.

2. Include a list/diagram of courses reflecting course sequencing and how often courses have been offered. Response: Dental assisting is offered twice a year (fall and winter). The program has two cohorts running at the same time. In addition, students have 4 weeks of summer internship. The sequence is as follows:

3. In what capacity have your program and course SLOs been mapped? Please provide three examples of how the course SLOs map to the Program SLOs. Response: The three examples are Dent 151, 152, 153 PSLO’s mapped to ISLO’s

Academic (BUS&TECH) - Dental Assisting - Curriculum Map

Legend: (1) - Introduced, (2) - Developing, (3) - Mastered

PSLOs DENT-151 DENT-152 DENT-153 DENT-154 DENT-155 DENT-156

PSLO-1Perparation for Field of Dentistry - Prepare entry level dental

assistants to be successful in the field of dentistry with the knowledge

and skill required to assist the dentist during patient care while

preparing the student for state and national licensure examinations.

ISLO: 1 and 2

Students will communicate

effectively including reading,

writing, speaking and listening.

Critical and Analytical Thinking

Students will analyze problems using evidence and sound reasoning to make decisions about treating patients dental health needs.

1 2 2 2 3 3

2nd Semester

Dent 161

Dent 162

Dent 163

Dent 164

Dent 171

Dent 172

1st Semester

Dent 151

Dent 152

Dent 153

Dent 154

Dent 155

Dent 156

Summer and

Intersession

Dent 173

Dent 165

PSLO-2Chairside Skills - Demonstrate competence of the knowledge and skills required to perform a variety

of chairside skills during patient care and treatment.

ISLO: 4

Students will demonstrate personal and civic responsibility and

professional integrity working as a dental assistant in class and in

clinical internship.

2 3 2 1 3 2

PSLO-3 Infection Control - Analyze and follow mandated and prudent

techniques in the prevention of the transmission of diseases through accurate detailed execution of

infection control procedures, blood-borne pathogen standards, standard

precautions, standard operating procedures, engineering controls and

safe work practices Meets ISLO 1:

Students will communicate effectively including reading,

writing, speaking and listening.

1 3 2 . 2 1

PSLO-4 Personal Responsibility, Ethics and Civility-

Meets ISLO 4: Students will demonstrate personal and civil responsibility and professional

integrity - Demonstrate ability to exercise professional and ethical responsibility as a member of the

dental profession.

1 1 1 1 1 1

PSLO-6 meets ISLO 6 Aesthetics and Creativity - Students will develop an appreciation of the arts and engage

in the creative process. Students participate in Community health projects where they are able

to demonstrate creativity and artistic ability in the construction of presentation visual aids and patient

education materials.

N1. . . . . .

1 1 3

1. What process is used to review and revise the curriculum? Include information on advisory committee and workforce data (if applicable).

2.

31-9091

Dental Assistants

Postsecondary non-degree award

49,307 51,432 2,125 4.3% 5,539 1,846 $12.65 $18.13

Response: Example of data collected from the Strong Workforce Initiative Website. Data is collected through valid evidence-based research then analyzed to review and revise curriculum and the program. The process to review and revise the curriculum occurs during the programs’ annual Advisory Board Meeting, monthly Department Meetings, Annual and Comprehensive Program Reviews, IPCC Course Revisions, Graduate Surveys, PSLO and SLO Assessment periods, and Coordinator Meetings. Faculty make informed decisions based on data from workforce trends, SLO’s recommendations, State and National Board Pass/Fail Rates, Commission on Dental Accreditation and Dental Board of California updates to procedures, policies, laws, and regulations, and program retention rates.

2. Indicate how program and course-level Student Learning Outcomes (SLOs) are assessed on a regular basis.

Response: SLO’s are assessed by the lead faculty then shared in daily team meetings and monthly department meetings. Recommendations are made and implemented within the appropriate amount of time. This is in addition to lead Faculty assessing the course SLOs at the end of each semester, make recommendations, and add to the monthly department meeting necessary changes.

3. How have Student Learning Outcome (SLO) assessments and program data been utilized to improve instruction in the program? Please share one or two success stories about the impacts of SLO assessment on student learning. Response: Yes. SLO’s have been used to revise course curriculum, improve teaching methods, and meet the needs of the diverse student learner. Success story: The student pass rate for the written portion of the Radiation Safety Exam was low. Through careful assessment of Dent 154 SLO’s, all the quizzes, study guide, and homework assignments were completely redone to provide improved study aids for more students to pass the Radiation Safety Exam.

4. How is data collected on student satisfaction of your program? To what extent are students satisfied? How is this feedback used in program enhancement and revision? Response: Recently Joyce Lui created an online survey assessing our PSLO’s. I emailed 150 recent DA graduates, 30 dentists, and our current enrolled students. Below is our current results. We are expecting more results to come in throughout the semester.

Typical Entry Level Education

Occupational Title

SOC Cod

e

2014

Jobs

2017

Jobs

2014-

2017

Jobs

% Change

2014-

2017

Open

ings

Annual

Openin

gs

Students from SJCC Dental Assisting program can...

# Question Strongly agree

Somewha

t agree

Neither agree

nor disagre

e

Somewhat disagree

Strongly

disagree

Tota

l

1 Communicate effectively

with patients 86.36%

19

13.64% 3 0.00% 0 0.00% 0 0.00% 0 22

2

Communicate effectively

with colleagues

and supervisors

90.91% 20

9.09% 2 0.00% 0 0.00% 0 0.00% 0 22

3

Deliver patient care

to diverse populations

95.45% 21

4.55% 1 0.00% 0 0.00% 0 0.00% 0 22

4

Be professional

and ethical as a member of

dental profession,

including reporting

illegal duties to the Dental

Board of California

and/or OSHA

86.36% 19

13.64% 3 0.00% 0 0.00% 0 0.00% 0 22

5

Volunteer for a Community

Health Program to

prevent dental

disease to a community

86.36% 19

4.55% 1 9.09% 2 0.00% 0 0.00% 0 22

PART FOUR: STRATEGIC PLANNING

1. Year of last Comprehensive Program Review and previous three Annual Program Reviews with validation rating. (Proficient or In Progress) Response: Dental Assisting’s last CPR 2012. Validation rating is Proficient. However, validating rating for the area of dental technology and classroom technology updates/support is Poor-Very Poor.

Annual Program Review 2013, 2014, and 2015- Most needs are Proficient and a few are still In Progress. Most dental equipment needs are close to complete for our facility.

Also, staffing has been a real issue. There is a lack of qualified applicants who can

teach in the DA Dept.

2. Describe any changes in the program that have occurred since the last Comprehensive Program Review. (See intervening Annual Program Reviews.) Response: -The changes we have experienced are high part-time and full-time faculty, staff, and administrative vacancies. This has resulted in the destabilization of the DA program leadership and at times, lack of support. As a team all faculty and staff have pulled together to keep our doors open and our accreditation requirements met. However, lack of faculty and staff has resulted in low work morale and burnout. It has

also resulted in inconsistencies within student learning and program growth. If we can find a qualified DA teacher who meets the Dental Boards requirements, we have trained temporary faculty who only teach one semester or less than that, and leave. -The Dental Assisting Program is currently undergoing its accreditation with CODA. The CODA Self-Survey is due May 2017. The site visit is scheduled for October 2017. -Also, CODA and the Dental Board of California have enforced more stringent requirements to teach dental assisting (e.g. BA degree, 30 hour teaching methodology, Pit and Fissure Sealant Certificate.), which has made it difficult to find qualified candidates to fill-in when we are short staffed. We are currently on the upswing in having the proper number of qualified faculty members. -Since the previous three Annual Program Reviews, slowly the Dental Assisting (DA) clinic has replaced 30+ year old dental cart/unit with new modern dental carts (the piece of equipment the DA using to suction and dentist uses to “drill” teeth with). There are still two old dental units left scheduled to be replaced this semester. In addition, we have replaced 10 DA stools, digital sensors, an autoclave, handpieces, cordless curing lights, x-ray equipment, typodonts, BP cuffs, Dextr heads, handpiece cleaning machine, an intra-oral camera, Facebows, dental instruments, and more. -Lastly, we have gone from 6 budget object codes to 20 object codes managing thousands of dollars. This semester I am managing $78,000 worth of upgrades in our department. We are being asked to perform accounting functions like setting up contracts with vendors, new budget justification forms, increase in data driven reports such as this one, Moodle, Canvas, CurriUNet, Trac Dat, and continue with Advisory Board Meetings, Department Meetings, Dental Society Meetings, Coordinator Meetings, Staff Meetings, student recruitment, job placement, teaching loads, training faculty and staff, VTEA quarterly reporting, Complete the Commission on Dental Accreditation Annual Report and our current CODA Accreditation Self-Survey, hold 2 new student orientation meetings before classes start, comply with CODA and CA Dental Board mandates, lead in project management and program growth and of course, what we we/I was hired to do TEACH. And since our last CPR, I’ve updated or revised all 14 dental assisting courses twice! The Coordinator position is 30% release time, which does not cover a fraction of time that is needed to do what I’ve listed.

3. What are the current strengths of the program? Include faculty and staff training, projects and other achievements. Response: The strengths of the DA Program is the incredible amount of loyalty, commitment, and hard dedicated faculty we have running the program. The commitment of our Adjunct Faculty is far above what is required. Adjunct attend department meetings every month, which they don’t get paid for, fill –in when I was on medical leave, and spend countless hours with students to guarantee their success. Adjunct faculty are our direct connection to the dental offices we work with. They are professional relationship builder, marketer, promoter, and finders of resources dentist need to run their offices. They are the reason we have partnerships with the dental community. Our team is cohesive in our commitment and execution of the program’s PSLOs.

The DA program facility is state-of- the-art. The program has successful completion rates, high persistence and retention rates, and dentist seeking SJCC DA graduates for immediate hire. Our job placement rates are near 100%. The quality of the curriculum exemplifies the commitment and experience the faculty demonstrates in providing the best dental assisting education possible. Students graduate with clinical experience and a knowing that they have acquired knowledge and skills needed to enter a paraprofessional career that leads the way to advanced education. We do have students who continue their education and become dental hygienists and dentist. The DA program serves several diverse student populations. Many bi-lingual students are heavily sought after to work in communities that share their language and culture. We are able to teach to non-native speaking students in a way that keeps them on track with the course requirements. Lastly, we currently have an Interim Dean Dr. Moni Dickerson, who strongly supports our program as best she can. She has helped our department hire substitutes for when we are short staffed and has offered support in offering 40% release time this semester to work on our CODA Accreditation due in May.

4. What changes to the program do you plan to (would you like to) implement before the next Comprehensive Program Review? Response:

There are two most important areas of focus. 1. Dental Technology IT Support and 2. Market all Allied Health Programs on campus with TV ads, bus signs, brochures, radio time, online marketing, career fairs, and more. Hire a recruiter for dental assisting. Increase enrollment and FTES. Increase number of part-time and full-time faculty. Increase release time for coordinator position to 50%. Expand the facility. Increase course offerings. Create new dental classes to bring back our alumni to take additional advances courses. Develop online courses. Develop specialty courses for Ortho Assistants, Dental Sedation Assistants, RDA prep courses, Beginner Dental Assistant, and Front Office Management Systems, and CPR classes. If you look at the data pasted above, there is a need for more dental assistants. There are 1,846 openings in the state. We graduate 50+ students per year but would like to graduate more. We receive calls every day from dentists and dental offices looking for assistants. We have no one to refer to them because all our students are hired or have leads for employment before they ever graduate from the program. This is discouraging to dentists who need staff who miss their chance to grab a graduate. We consistently turn students away because our current program is so impacted. We are succeeding with students who are currently enrolled but fail to accommodate students who are turned away or can’t committee to the 11 month program. Provide space in our dental clinic for our DA students, dentists and hygienist to do dentistry on our SJCC students. We should be using our facility more. Students should have some access to dental care or low cost dental care. Provide staff personal development and training focused on dentistry and/or dentistry

and technology to help stay up on current teaching methods, current research, technology, and dental trends.

5. How will these changes impact student success, instructional techniques, and course offerings? Response: Regarding Technology, it is impossible to grow our program using technology if we have no dental IT support. We can purchase expensive equipment and it can just sit because some software or hardware needs updating or repair. The results are unacceptable and maddening. The goal is to increase enrollment, increase learning technologies used in a dental office, and market our program to the community. We would like a deeper connection with dentists practicing here in our county. Increasing course offering and create a new one semester DA program. After successfully completing one semester, students can either enter the second semester with advance standing or pursue a career as a dental assistant. Offering courses to alumni like continuing education bundles will increase enrollment, market program, and provide a much needed service to thousands of RDA’s, RDH, and dentists who are required to take CE classes in order to renew their license. Offer State Board Prep classes would increase state board pass rates and increase enrollment and market our program. Updated technology in the classroom will make teaching more efficient. Continuing to update dental equipment to help maintain facility. Invest in paying monthly fee for technical support for dental software Dental Practice Management Systems and maintenance of dental technology we purchase for the department.

Budget: Please address current status and projected needs in the following areas and indicate how each supports Program/College Goals and/or PSLOs and SLOs. Include specific cost information. Please separate ongoing budget needs from one-time expenditures.

STAFFING Ongoing Budget Needs:

1. Hire a part-time faculty member to teach at Milpitas campus. 2. Offer more release time for faculty coordinator.

One-time Expenditures:

FACILITIES Ongoing Budget Needs:

1. Continue to maintain dental equipment and purchase dental technology that will increase student success.

One-time Expenditures:

1. Order and install sound system to replace the one that was installed when we moved in to the facility but never worked.

LIBRARY Ongoing Budget Needs: SJCC Cesar Chavez Library already has an extensive collection of databases that we use to research dental studies.

One-time Expenditures:

EQUIPMENT / SUPPLIES / TECHNOLOGY

Please use the Budget Justification Template for all equipment, supplies and technology requests. In Process: See attachment Budget Justification Form for 2017-2018.

1. Dental Supplies $22,000 (per semester) 2. Dental Management System ($15,000) 3. Repair Budget to Repair to broken Dextr Heads ($7,000) 4. (Part-time faculty Milpitas Campus) 5. Sound System ($15,000) 6. 2 Digital Sensors ($14,000) 7. 5 laptops and 5 printers for digital x-ray class ($5,000) 8. Intra-Oral Scanner ($12,000) 9. Dental Technology Support ($500 a month) 10. 1 printer for the front office management class ($1000)