Appendix F1A: Full-Time Faculty Request(s) [Acct. Category 1000]
Total number of positions requested (please fill in number of positions requested):
☒
4
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 English
Criteria 1.
Percent of full-time faculty in department.
Fall 2013
Spring 2014
Fall 2014
Spring 2015
Fall 2015
FTEF
(Contract)
19.7/35
= 56%
15.75/32.25
= 49%
16.07/36.67
= 44%
12.82/35.92
= 36%
16.35/36.7
= 45%
FTEF
(Temporary)
.55+14.75/3
5=44 %
.5+16.10/32.
35= 51%
.35+20.25/3
6.67=56%
.55+22.55/3
5.92=64%
20.35/36.7=
55%
# of Contract
Faculty
21
21
19
18
19
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
Irene Plunkett
Larry Cain
Julie Segedy
(Our 2 new hires 1 fall 2014 and 1 fall 2015 replaced two
retirements in spring 2011)
Dec. 2014
June 2014
June 2014
In fall 2015 there are 19 full-time contract faculty,
and 46 part-time faculty for a total of 65 English
instructors in the department. This means only
29% of Chabot English instructors are full-time
faculty.
Criteria 2.
Semester end departmental enrollment pattern for last three years.
Success Rate:
FTES:
Fall 2013
Spring
2014
Fall 2014
Spring
2015
Fall 2015
68%
67%
69%
68%
N/A
436.01
387.64
456.77
403.31
444.43
Briefly describe how a new hire will impact your success/retention rates.
 The Chabot Enrollment Management Committee’s analysis and
recommendation is that English increase FTEF significantly to reduce
bottlenecks and to attract new students who desperately need ENGL 1A to
meet their transfer objectives. Speaking conservatively, we might increase
offerings from 36.7 FTEF to 40 FTEF for 2016-2017 (and going forward
it could even be more). If our total FTEF increases as requested the
FT to PT ratio will be 16.35/40=40%. Here is what will happen if we
hire:
+1 = 17.35/40=43%
+2= 18.35/40 = 45%
+3= 19.35/40= 48%
+4=20.35/40=51%
 If our total FTEF does not increase at all, the FT to PT ratio will continue
to be 16.35/36.7=45%. Here is what will happen if we hire:
+1 = 17.35/36.7=47%
+2= 18.35/36.7 = 50%
+3= 19.35/36.7=53%
+4=20.35/36.7=55%
 3,979 students were enrolled in our classes in fall 2014 and an additional
3,631 in spring 2015. At a time when the college seeks to increase
enrollment, English faculty who are deeply connected to the campus (i.e.
running programs like First Year Experiences, Learning Communities,
and Passion and Purpose) play a critical role in keeping our students both
on campus and transfer-oriented – the educational goal of the vast
majority of students. Even for those who are not transfer-oriented, success
in an English course directly correlates with progress toward their
educational goals. Students who have a strong foundation in English are
more likely to be successful in courses across disciplines.
 From fall 2013-fall 2015, we offered 127 sections of English that had an
average fill rate of 103%. For the same time period, the college course
fill rate was 94%. Our classes are impacted, particularly our core
composition courses. For the same time period, only 46% of our courses
were taught by full-time faculty. That means that each semester an
average of 58 courses are taught by part-time faculty.
 While the overall success rate in all of our classes has remained fairly
constant, we have not made progress in increasing our success rates in
part due the high turnover of part-time faculty and the structural
impediments to engaging part-timers in professional development.
Participation in Faculty Inquiry Groups and trainings is quite low among
part-timers. In order to make a living wage, the majority of part-time
faculty in English teach 140-160% combined load at 2 or 3 institutions,
leaving them little time to collaborate, to prepare for classes, and to grade
papers.
 English composition courses play a key role in helping students progress
through their educational goals in a timely way. Nearly 75% of Chabot
students assess into developmental English; 100% of students need to take
transfer-level English in order to get a certificate, degree, or transfer.
More than ½ of these developmental and transfer-level courses are taught
by part-time faculty who are only paid for one office hour per week and
may not be as familiar with our resources such as Writing Reading Across
the Curriculum (WRAC). Many of our students progress more quickly
when a faculty member confers with them during additional office hours,
meets them in the WRAC, or coordinates with other discipline faculty
such as librarians and learning skills.
 Our part-time colleagues need mentoring and training to implement our
unique – and nationally lauded - English curriculum if we are to
maintain our success rates, but the truth is we need 3 new full-time
positions to sustain the quality and cohesion within our program so we
can work toward improving that success rate.
Criteria 3.
Meets established class size.
Fall
2013
Spring
2014
Fall
2014
Spring 15
Fall
2015
13,302
11,834
14,014
12,408
13,673
FTES:
436.01
WSCH/FTES 380.02
387.64
365.78
456.96
382.15
403.31
345.44
444.43
372.53
WSCH
If there are any external factors that limit class sizes, please explain.
Our core composition courses (English 101A, 101B, 102, 1A, 4, 7) are
contractually limited to 27 students due to the intensity of the writing load and the
need for individualized instruction in reading and writing on the college level.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
Because English instructors are integral to our learning communities (First Year
Experience and Pathways programs, Daraja, CIN!, Puente), we need more fulltime instructors who are eager to work within those programs. Part-time faculty
would need additional pay and support to participate or help further develop
these programs.
And, as we have mentioned in every program review for the past four years, the
department desperately needs reassigned time for department coordinators to
oversee the work of the department of 65+ people. If the positions are granted,
this will further impact our full-time to part-time ratio.
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:
• A full-time Puente English instructor is required as part of the Cooperative
Agreement between Chabot College and the UC Regents Puente Project.
• English full-time faculty are mandated to play critical roles in the Student
Equity Plan, Career Pathways Trust Grant, and Hayward Promise
Neighborhood Grant.
Tier 2:
• For the past several years, over 3 FTEF in alternate duty (reassigned or
overload) have been dedicated to full-time English faculty whose expertise
is sought out to contribute to projects that serve the entire college (Student
•
•
Senate Advisor, Learning Community Coordinators, WRAC Center
Coordinator, Faculty Association, PRBC Chair and Career Pathways Trust
Grant Coordination, Making Visible).
One full-timer is involved in statewide work and not currently teaching.
Another is leading the Umoja expansion efforts statewide.
In 2016-2017, one full-time instructor will continue on 50% reduced load.
Tier 3:
• English 101A, 101B, 102, 1A, 4, and 7 are ALL impacted which creates a
bottleneck for students who aim to complete a degree, certificate or transfer
sequence because 100% of our students need to succeed in at least English
1A to obtain their educational goal.
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.
N/A
Criteria 7.
CTE Program Impact.
N/A
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
2012-2013
2013-2014
GE transfer requirement
Every Chabot student who earns an AA/AS,
Certificate or Transfers has at least succeeded
in English 1A and the vast majority have also
succeeded in at least 2 other English courses.
Declared major
3
4
5
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.
 We teach the reading, writing and critical thinking skills students need to succeed
in all of their college coursework.
 100% of Chabot students need at least English 1A in order to earn a certificate,
complete an AA/AS degree, or transfer. The vast majority also need at least 2
additional courses.
 The success of many programs – such as the FYE pathways (STEM, Business,
and Law and Democracy), CIN, Daraja, and Puente – depends on full time
English faculty members’ engagement.
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.
English faculty are always in high demand to cover basic skills and transfer courses
throughout the Bay Area. With the lifting of the hiring freeze caused by the state’s
budget crises, many skilled part-time English instructors are now being offered full-time
work at other colleges. It’s imperative that Chabot has the opportunity to court and keep
highly skilled and diverse faculty on our campus to serve the needs of our students.
Hiring three new full-time English instructors will allow us to capitalize on the
mentoring and support that we have already invested in our part-time faculty. Due to the
high demand for English instructors, we have had to invest time and energy into hiring,
mentoring, and evaluating as many as 8 new part-time faculty members each semester to
ensure our courses will not be cancelled. This is a pivotal moment to hire new faculty so
our investment will really pay off for Chabot students.
Requesting 4 full-time faculty members is reasonable given that 1 out of every 7 courses
taught on campus is an English course. This request is reasonable if the college wants
the English department:
 to thrive as our course offerings have increased from 119 to 129 sections per
semester and are likely to increase to 140 or more
 to continue to offer a high-quality comprehensive English program while
contributing to key campus projects
 to assure proper hiring, training, mentoring and evaluations of 46+ part-time
faculty, many of whom have less than 2 years experience
 to coordinate and maintain consistent standards among a whopping 65+ English
instructors
 to fully staff our classes, that are always waitlisted and overflowing, with
consistent, informed, passionate, quality teachers who understand our
nationally-lauded and very specific English program.
 to serve our students the way they deserve.