Appendix F1A: Full-Time Faculty 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
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/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. You can
find the template for the spreadsheet here:
http://www.chabotcollege.edu/prbc/studservicesprogramreview.asp. Add your requests to your
spreadsheet under the 1000a tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested):
☒
3
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
CHABOT COLLEGE
CRITERIA FOR FILLING CURRENT VACANCIES
OR
REQUESTING NEW FACULTY POSITIONS
Discipline _DSPS/Special Programs__
DSPS Learning Skills Classes
Data for request 1 of 3, Learning Disability (LD) Specialist
LD Specialist, Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
FTEF
(Contract)
2.25
2.0
1.88
1.88
1.04
FTEF
(Temporary)
.20
.33
.44
.32
1.28
# of Contract
Faculty
2
2
1
1
1
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
Jerry Egusa
5/15
Monica Munger
5/13
LD Specialist, Criteria 2.
years.
Semester end departmental enrollment pattern for last three
Spring
2013
Fall 2013
Spring
2014
Fall 2014
206/277
188/255
201/269
136/210
171/198
23.71
23.81
21.82
18.36
20.05
Success Rate:
Fall 2012
FTES:
Briefly describe how a new hire will impact your success/retention rates.
As indicated through the data our numbers went down
In the semester after our first retiree. As the result of the retirement of our LD Specialist in
2015it was necessary for a DSPS counselor teach all 6 sections of our ENGL 116. As a result the
counselor had to reduce her critically needed counseling hours.
With 2 full time LD Specialists the program will once again become strong and stable to meet
the individual needs of our students.
2b. Librarian and Counselor faculty ratio. Divide head count by the number of full
time faculty. For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012
LD Specialist, Criteria 3.
WSCH
Spring 2013
Fall 2013 Spring 2014
Fall 2014
Meets established class size.
Fall 2012
Spring 2013
Fall 2013 Spring 2014
Fall 2014
711
718
656
552
608
23.81
30.16
21.82
30.06
18.36
30.07
20.05
30.32
FTES:
23.71
WSCH/FTES 29.99
If there are any external factors that limit class sizes, please explain.
DSPS Learning Skills classes are capped at 20, except for ENGL 116 which is at
15. The class size is crucial because the classes are taught to meet the individual
needs of the students.
LD Specialist, Criteria 4. Current instructional gaps and program service needs. List the
courses to fill the gaps, if applicable.
It was necessary for DSPS Learning Skills to cancel several courses: ENGL. 119 in the
evening, and ENGL 120.Also we changed the time offerings of several courses which
conflicted with other DSPS PSCN and CAS courses, which these classes low enrolled.
LD Specialist, Criteria 5. Describe how courses and/or services in this discipline meet
PRBC’s three tier criteria. These include:
• Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
• Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
• Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
Tier 1: An LD Specialist must have Certification from the CC Chancellor’s
Office, or they are unable to assess students for eligibility for LD services.
In DSPS Learning Skill courses students are instructed by this Specialist on
their strengths & weaknesses manifested by their disability and how to use
compensatory strategies to support them with learning. The students are
them better prepared to request their mandated accommodations.
Tier 2: DSPS LD Specialist have the important role of training other
faculty in all disciplines how students with disabilities learn best. Their
expertise is crucial for the college.
Tier 3: Without the expertise of a Learning Disability Specialist we would
not be able to offer the number of essential courses to meet the needs of our
students. The students would be at a great disadvantage; they would not be
successful in their college level courses. The LD Specialist is a direct link
connecting students with learning disabilities to college success. Thus the
students have equal access to an education.
LD Specialist, Criteria 6. Upon justification the college may be granted a faculty position
to start a new program or to enhance an existing one.
Is this a new program or is it designed to enhance an existing program? Please
explain.
The LD Specialist will enhance our existing DSPS Learning Skills program:
This position will insure that DSPS Learning Skills will maintain our course
offerings and be in a better position to enhance our offerings. The enhancement
may include cognitive learning courses to meet the needs of the students with
disabilities.
We would be in a better to examine our evening course offerings to better serve
evening students. Previously we offered ENGL 117 in the evening.
LD Specialist, Criteria 7.
CTE Program Impact.
LD Specialist, Criteria 8. Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate
# Awarded
2012-2012
2012-2013
2013-2014
AA requirement
GE transfer requirement
Declared major
LD Specialist, Criteria 9. Describe how courses and/or services in this discipline impact
other disciplines and programs. Be brief and specific. Use your program
review to complete this section.
DSPS Learning Skill courses provide students with disabilities the needed
foundation to be successful in English, Math, and all other disciplines, thus
supporting them in achieving their educational goals of earning AA/AS
degrees, Certificates and transferring to four year colleges.
LD Specialist, Criteria 10. Additional justification e.g. availability of part time faculty
(day/evening)
Please describe any additional criteria you wish to have considered in your
request.
It is extremely difficult to hire a part time LD Specialist with the required
Chancellor’s Certification. Our goal is to be in a better position to offer ENGL.
118A and 118B in the evening in addition to maintaining ENGL. 119. Currently
we are not in a position to consider this, since we are having difficulty
maintaining our day course offerings.
DSPS Data for request 2 of 3, DSPS Counselor
DSPS Counselor, Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
FTEF
(Contract)
.54
.21
.21
.21
.21
FTEF
(Temporary)
0
.2
.33
.20
.33
# of Contract
Faculty
0
0
0
0
0
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
Shari Jacobsen
5/14
Kathleen Allen
5/16
DSPS Counselor, Criteria 2.
three years.
Success Rate:
FTES:
Semester end departmental enrollment pattern for last
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
104/163
73/116
101/162
62/81
80/144
9.08
5.79
8.72
7.68
3.52
Briefly describe how a new hire will impact your success/retention rates.
DSPS currently serves 1000 students, it is required that each student meet with a
DSPS Counselor to receive services. It is necessary for DSPS to schedule 1 hour
counseling appointments in order to fill out all the required forms and determine
the student’s disability. This is where the expertise of a designated DSPS
Counselor is necessary to determine the educational limitation manifested by the
student’s disability and then determine with the student the mandated
accommodations they are eligible for. For many students this is an ongoing
process as the student enrolls in higher level courses. It is evident that this process
must be done by a DSPS Counselor and not a Counselor in General Counseling.
DSPS Counseling supports the student with their successful completion of
courses and earning degrees.
With 3 Full time DSPS Counselors we can better serve students; but each
counselor would have about 330 students to serve.
With an additional DSPS Counselor we can better maintain our PSCN course
offerings as well as augmenting them.
2b. Librarian and Counselor faculty ratio. Divide head count by the number of full
time faculty. For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012
Spring 2013
DSPS Counselor, Criteria 3.
WSCH
Fall 2013 Spring 2014
Fall 2014
Meets established class size.
Fall 2012
Spring 2013
Fall 2013 Spring 2014
Fall 2014
275
174
265
114
233
5.79
30.05
8.72
30.39
7.68
14.84
3.52
66.19
FTES:
9.08
WSCH/FTES 30.29
If there are any external factors that limit class sizes, please explain.
As shown by the counseling time consuming process for students with
disabilities, PSCN 901-904 are critical courses. It is recommended that these have
a cap at 10. At times the instructor has enrolled 15 students but more is not
advisable.
DSPS Counselor, Criteria 4.
Current instructional gaps and program service needs.
List the courses to fill the gaps, if applicable.
With an additional DSPS Counselor we would be in a better position to
offer DSPS students more PSCN courses: PSCN 10, 12, or 15.
DSPS Counselor, Criteria 5.
Describe how courses and/or services in this discipline
meet PRBC’s three tier criteria. These include:
• Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
• Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
• Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
Tier 1: Students with disabilities are mandated by Federal Rehabilitation
Act-PL 504/508, ADA) and state laws (Title V) to receive the reasonable
accommodations they are eligible for upon their request. Without this
position the college will not be able to insure that all eligible students will be
seen by a DSPS Counselor, thus not being in a position to request their
mandated accommodations.
Tier 2: All disciplines and administration rely on the expertise of the DSPS
Counselor for disability related advise pertaining to a student’s needs and
understanding of the their disability. As a result with a DSPS Counselor,
the DSRC would be in a better position to address these needs; without this
position we would not be able to provide this critical need.
Tier 3: In order for students with disabilities to be successful in college, it is
crucial that they are provided with the opportunity to meet with a DSPS
Counselor. The Student with a disability will have their needs met by:
receiving their mandated accommodations, writing their SEP (with their
disability being considered), Selecting the appropriate courses (despite their
EPT or MPT scores, depending on their disabilities), registration (selecting
courses that meet their medication time needs), receiving academic,
personal and crisis counseling.
With the expertise of the DSPS Counselor a student with a disability will
have their mandated accommodations, and total academic and personal
counseling to support them with their college success by insuring they have
an equal opportunity to achieve their educational goals.
DSPS Counselor, Criteria 6.
Upon justification the college may be granted a faculty
position to start a new program or to enhance an existing one.
Is this a new program or is it designed to enhance an existing program? Please
explain.
The DSPS Counselor position would enhance our existing program:
By increasing the number of DSPS counseling appointments. This would provide
the needed services for students who are unable to get schedule counseling
appointments, thus we will be able to serve more students with disabilities.
By providing more mandated accommodations for students with disabilities who
would have the opportunity to meet with a DSPS Counselor.
By allowing DSPS to enhance our successful Out Reach Program by providing
the opportunity for more counselor involvement; more structured presentations to
the perspective students.
By providing the DSPS Counselors to do more trainings on disability related
subjects. Thus, providing the Counselor/Coordinator or Director time to attend
Academic Services Division Meetings.
By providing the DSPS staff the time needed to have Disability Awareness Day,
“Hands Across Chabot-Dare To Be Aware”. This has been extremely difficult to
put this event on due to the limits to our counseling time available.
DSPS Counselor, Criteria 7.
CTE Program Impact.
The DSPS Counselor provides the needed support for students with disabilities
to assist them with achieving their education goals of earning Certificates,
AA/AS degrees and transferring to four year colleges.
DSPS Counselor, Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate
# Awarded
2012-2012
AA requirement
GE transfer requirement
Declared major
PSCN 20
2012-2013
2013-2014
DSPS Counselor, Criteria 9.
Describe how courses and/or services in this discipline
impact other disciplines and programs. Be brief and specific. Use your
program review to complete this section.
The DSPS Counselor supports students with disability in all discipline areas
by determining the reasonable accommodations they are eligible for and
advising them to the appropriate classes. . As a result the students are more
successful in their classes, thus increasing the success rates of the divisions.
DSPS Counselor, Criteria 10.
Additional justification e.g. availability of part time
faculty (day/evening)
Please describe any additional criteria you wish to have considered in your
request.
Students with disabilities are better served by permanent full time DSPS
Counselors who are more available in the DSRC. In this way when the student
has a disability related issue in a class, it can be resolved with their counselor.
Since part time DSPS Counselors are only available on certain days or evenings
the student may have to wait until their counselor is available or meet with
another DSPS Counselor that they are not familiar with. A Full time DSPS
Counselor insures stability for the students. At times we have had to advise a
student having difficulties with their accommodations to see a full time DSPS
Counselor to insure their mandated needs are met.
The DSPS Counselor position is necessary since a DSPS Counselor will be
retiring after the Spring 2016 semester.
DSPS Data for request 3 of 3, Assistive Technology (AT) Instructor
Assistive Technology Instructor Criteria 1.
department.
Percent of full-time faculty in
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
FTEF
(Contract)
.6
.6
.6
.6
.6
FTEF
(Temporary)
.56
.56
.56
.56
.56
# of Contract
Faculty
0
0
0
0
0
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
** Jane Berg
12/09
Kathleen R. Allen
5/16
Assistive Technology Instructor Criteria 2.
pattern for last three years.
Semester end departmental enrollment
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Success Rate:
95/130
74/106
82/123
63/96
65/105
FTES:
20.78
17.61
18.29
14.39
9.1
Briefly describe how a new hire will impact your success/retention rates.
DSPS CAS course offerings have been taught by a part time instructor and the
full time Counselor/Coordinator/Instructor; these courses greatly need a full time
Assistive Technology Instructor to teach all of the courses.
DSPS has not had this position since December, 2009. There are so many innovations and
equipment to assist students with disabilities, for example there are one handed keyboards, head
mice, etc. Without a full time instructor there is little time to attend conferences, trainings and
doing research. A full time DSPS Assistive Technology Instructor would be in a position to
provide consistent instruction for DSPS students by teaching them in all courses. Students with
disabilities will be better served with the expertise of a full time Assistive Technology Instructor,
thus being more successful in their CAS courses. Since many students need more individual
instruction.
2b. Librarian and Counselor faculty ratio. Divide head count by the number of full
time faculty. For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012
Spring 2013
Fall 2013 Spring 2014
Assistive Technology Instructor Criteria 3.
WSCH
Fall 2014
Meets established class size.
Fall 2012
Spring 2013
Fall 2013 Spring 2014
Fall 2014
623
529
549
442
436
17.61
30.04
18.29
30.02
14.39
30.72
9.1
47.91
FTES:
20.78
WSCH/FTES 29.98
If there are any external factor that limit class sizes, please explain.
CAS 100, 101, & 103 are capped at 24 students. CAS 102 is capped at 30
students. With the expertise of a full time Assistive Technology Instructor, DSPS
will be able to determine the appropriate class capacity for each course.
In Fall, 2015 we are experiencing low enrollment in these courses due to the
change in the time offerings of DSPS Learning Skills courses; causing conflicts
and over laps.
Assistive Technology Instructor Criteria 4.
Current instructional gaps and program
service needs. List the courses to fill the gaps, if applicable.
The DSPS Counselor/Coordinator began teaching CAS 102 and 103 so
DSPS would not loose these courses, since an Assistive Technology
Instructor could not be found to teach the courses and the Coordinator
had the expertise. We have been desperately trying to maintain these
courses.
Assistive Technology Instructor Criteria 5.
Describe how courses and/or services in
this discipline meet PRBC’s three tier criteria. These include:
• Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
•
•
Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
Tier 1: The college is mandated to purchase expensive assistive technology
and equipment by State and Federal law. Unfortunately students with
disabilities do not have the knowledge of all the applications of the software
and hardware. Thus, it is essential that DSPS continues to offer these CAS
courses on a regular basis by hiring a Full time Assistive Technology
Instructor. In this way DSPS students will have the knowledge of the
assistive technology to assist them in successful completion of their courses.
Tier 2: The DSPS CAS courses were advocated for by the then CIS faculty
who expressed their limited expertise when instructing students with
physical and learning disabilities. Their concern also dealt with the
necessity for students with disabilities requiring more individualized
instruction at a slower pace. As a result of this need we developed the DSPS
CAS courses. It is essential to continue to offer DSPS CAS courses due to
the increasing number of “Wounded Warriors” entering college with the
loss of the use of their arms, and having traumatic brain injuries.
Tier 3: With the hiring of a full time Assistive Technology Instructor
students with a disability will have equal opportunities to achieve their
educational goals through the appropriate use of all the assistive technology
applications. Without this knowledge Students with disabilities will be at a
disadvantage.
Assistive Technology Instructor Criteria 6.
Upon justification the college may be
granted a faculty position to start a new program or to enhance an existing
one.
Is this a new program or is it designed to enhance an existing program? Please
explain.
With the hiring of an Assistive Technology Instructor our existing CAS program
will be greatly enhanced:
DSPS students will be taught by an instructor that has the expertise of the best
teaching techniques to support students with severe upper body limitations.
This Instructor will have the time to do research on the latest assistive technology
and equipment available to students with disabilities.
This Instructor will be provided the time to attend the conferences pertaining
specifically to technology for students with disabilities.
This Instructor will provide advice to other faculty and staff on campus when
questions or concerns arise.
Assistive Technology Instructor Criteria 7.
CTE Program Impact.
AT Instructor Criteria 8. Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate
# Awarded
2012-2012
AA requirement
GE transfer requirement
Declared major
2012-2013
2013-2014
Assistive Technology Instructor Criteria 9.
Describe how courses and/or services in
this discipline impact other disciplines and programs. Be brief and specific.
Use your program review to complete this section.
As mentioned the DSPS CAS program was developed at the recommendation
of other college technology instructors who were having difficultly teaching
students with physical and learning disabilities because they did not have the
expertise. As a result, with the strong foundation of DSPS CAS courses,
Students have gone on to earn AA/AS degrees and Certificates in Computer
Application Systems.
Some of DSPS students have difficulty with online presentation of computer
courses; they have been provided with course substitutions for CAS 72A, B, &
C with CAS 100, “Adapted Keyboarding” or CAS 88A with CAS 101,
“Adapted Word”.
After taking the DSPS courses students have the technical knowledge required
to be successful in college level courses when doing papers and research.
Assistive Technology Instructor Criteria 10.
Additional justification e.g. availability of
part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your
request.
A full time Assistive Technology Instructor would provide stability to the
DSPS CAS program. There is always a concern when a program is
consistently taught by part time instructors that courses may be cancelled.
Many of our DSPS students entering Chabot College have little or no
computer skills. The majority of previous IEP students have no knowledge of
the assistive technology available to them and how it will benefit them in
college. This is very surprising since technology has become a way of life
today. We feel this is due in part to the economic standing of our students,
where the technology is too expensive. Also, their parents may use
technology. For these reasons, the continuation of these courses is
imperative, thus the hiring of a full time Assistive Technology Instructor will
continuity to the DSPS CAS program area.
This semester )Fall, 2015) some of DSPS CAS courses are low enrolled due to
the need to change the DSPS Learning Skills course times, which has caused
conflicts and over laps with CAS and PSCN courses. In the future ever effort
must be made to keep this at a minimum.