FULL-TIME PROPOSALS FROM APPLIED TECH AND BUSINESS DIVISION
(ALPHABETICAL ORDER)
Automotive (1 position)
Business (Accounting) (1 position)
CAS/CNT/ESYS (1 position)
Public Safety Fitness Instructor (1 position)
Discipline _Automotive
Criteria 1.
Percent of full-time faculty in department.
Fall 2013
Criteria 2.
Spring 2014
Fall 2014
Spring 2015
Fall 2015
FTEF (Contract) 1.78
2.23
1.93
2.26
2.10
FTEF
(Temporary)
1.23
.99
1.0
1.08
1.37
# of Contract
Faculty
(2) Auto
(2) BMW
(2) Auto
(2) BMW
(2) Auto
(2) BMW
(2) Auto
(2) BMW
(2) Auto
(2) BMW
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
Robert Davis (PT Faculty)
12-2013
Gerald Macauley (PT Faculty)
06-2012
Semester end departmental enrollment pattern for last three years.
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Spring
2015
Success Rate
(Auto):
74
77
84
78
76
FTES (Auto):
58.30
59.70
68.40
59.81
60.60
Success
Rate(BMW):
81
97
83
87
85
FTES (BMW):
5.33
11.24
12.12
15.55
15.89
Briefly describe how a new hire will impact your success/retention rates.
The proposed FT Automotive faculty position will be focused on
afternoon and evening students. The ability to maintain a FT faculty position during the
evening instructional periods provides for a consistent presence, ensuring that the
program processes, and outcomes are aligned with the discipline and programmatic
accreditation expectations. Our programmatic accreditation requires that all
instructional staff meet and adhere to defined standards. It has become increasingly
difficult to identify and retain PT instructional faculty that can meet the experiential and
knowledge requirements for the current and future program needs. This new FT
position will allow us to maintain stable instructional environments, with less
dependency on difficult to identify and retain, part time faculty. This consistent and
stable instructional environment will have a positive impact on all aspects of our
students’ educational experiences, retention, and employability. BMW data included as
students in the BMW program also complete courses in the automotive program.
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
Spring
Fall 2013
Spring 2014
Fall 2014
Spring 2015
1:146 (Auto)
1:146.5 (Auto)
1:158.5 (Auto)
1:155.5 (Auto)
1:153.5 (Auto)
1:9.5 (BMW)
1:19.5 (BMW)
1:21 (BMW)
1:27 (BMW)
1:27.5 (BMW)
2013
Criteria 3.
Meets established class size.
Fall 2013
Spring 2014
Fall 2014
Spring 2015
Fall 2015
WSCH (Auto)
1833
2070
1811
1853
1995
FTES (Auto):
59.70
68.40
59.81
60.60
65.32
WSCH/FTES
(Auto)
440.52
410.63
398.46
402.56
428.76
WSCH (BMW)
346
373.00
476
485
464
FTES (BMW):
11.24
12.12
15.55
15.89
15.43
WSCH/FTES
(BMW)
173.26
186.78
238.36
242.86
232.35
If there are any external factors that limit class sizes, please explain.
Due to the extensive practical application of automotive instruction; Safety, availability
of equipment, and instructional space, limit us to classes of 24 students (automotive),
16 students (ATEC 90/91 classes), and 20 students (BMW) to ensure a safe and
productive instructional environment. The discipline has been requesting a Laboratory
Technician for over 5 years, to provide increased supervision and support to improve
the instructional environment because of the factors stated. To date these requests
have gone unsupported.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
In Fall of 2012, the Automotive discipline implemented a new instructional program
that improved our alignment with programmatic accreditation standards. As part of
this change, we implemented a new scheduling system that allows for reduced
program completion periods, by offering more varied classes, but fewer sections.
This has allowed for faster completion times for certificate and degree students. Our
ability to offer the necessary courses in the evening sections is limited by the
availability of qualified PT faculty.
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: NATEF (Our programmatic accreditation) has defined experiential,
certification, and educational requirements that impact our ability to identify and
employ qualified PT faculty sufficient enough to ensure stability of our
instructional program.
http://www.natef.org/NATEF/media/NATEFMedia/Accreditation/Accreditation%
20Docs/2013%20Accreditation%20Docs/2013%20Auto%20Docs/2013-AutoProgram-Standards-w-Employability-Print-Version.pdf
Tier 2: Due to the increasing speed of change and additions of technology in the
automotive industry, many of the previous PT faculty, and many potential hires
(transitional technicians), no longer meet the knowledge and experiential
requirements necessary for current and future instruction.
Tier 3: The automotive industry has an increasing demand for technicians with
increased knowledge in technology, hybrid / electric, and alternative fuel
vehicles. Add to this the increasing number of technicians retiring from the work
force, has created immediate and long term opportunities for students to enter
into high demand, high paying careers. Our ability to offer the necessary
instructional opportunities to meet these increasing demands is limited by our
ability to employ the faculty necessary to provide such instruction.
http://www.chabotcollege.edu/auto/employmentoutlook.asp
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.
This is not a new program, the additional faculty position is
necessary to maintain program viability due to ongoing challenges in obtaining
and retaining qualified instructional faculty.
Criteria 7.
CTE Program Impact.
Due to increasing industry opportunities, and student demand,
the Automotive discipline is struggling to meet the instructional offering
needs to meet these demands. Our PT faculty pool has decreased due to
retirement, primary employment conflicts, and increasing technology
applications in the vehicles. FT faculty have been extending themselves via
constant overloads to attempt to meet these demands, but this course of
action is not sustainable, does not fully meet the needs and courses had to be
cancelled from the Spring 2015 schedule due to lack of faculty. Our ability to
provide adequate, and reasonable completion time frames directly impact
our ability to compete with other community colleges and proprietary
institutions, thus not meeting one of our prime directives to meet the needs
of the community to educate for employment and advances in employment
opportunities.
Chabot has become a solid and consistent industry partner in providing the
necessary educational opportunities and experiences to individuals
interested in becoming automotive technicians or starting a career in the
automotive industry.
Employment: 78% (2012-2013 Perkins Data)
Student Retention: 94% (2014, CCCCO Data)
Student Success Rate: 79% (2014, CCCCO Data)
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
2012-2013
Criteria 9.
2013-2014
2014-2015
A.S. Degree(Auto: 5 areas of
emphasis)
5
5
7
Certificate (5 areas of
emphasis)
72
28
29
A.S. Degree(BMW:*Most
BMW students also degree in
Auto emphasis area also)
2
4
4
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 typical automotive student is a student of the college. A majority of our
students are also attending various types of other classes here at Chabot. Their
focus to complete the necessary education to enter into their chosen career field
makes them more focused and typically more successful in all of their classes when
compared to students who have not fully identified their goals and direction.
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.
The difficulty to identify and acquire qualified, knowledgeable, and
experienced PT faculty directly impacts our ability to serve our students, community,
and our industry. It is imperative that we are able to meet the faculty needs of the
program to prevent future reductions in offerings not due to budget limitations, but to
faculty availability.
Discipline: Business
Criteria 1.
Percent of full-time faculty in department.
Fall
2012
Criteria 2.
Spring
2013
Fall
2013
Spring
2014
Fall
2014
Spring
2015
FTEF
(Contract)
7.28
7.92
7.23
6.57
5.67
6.46
FTEF
(Temporary)
5.51
5.29
5.94
6.28
7.39
6.74
# of Contract
Faculty
7
7
7
7
7
7
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
Jan Novak
Pre-retirement load
reduction: Fall 2015
Semester end departmental enrollment pattern for last three years.
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Spring
2015
Success Rate:
64%
61%
61%
62%
60%
61%
FTES:
277
279
240
249
239
241
Briefly describe how a new hire will impact your success/retention rates.
Accounting is a primary focus for our department, as it is core to our transfer program
and we offer a very popular degree and four popular certificate programs in accounting.
It is also very challenging for our students, and success rates need to be improved in
both the entry level courses (7 and 1A) and the upper-division courses. Hiring a CPA,
someone totally focused on Accounting and qualified to teach our most advanced
courses will improve success rates in both areas.
Criteria 3.
Meets established class size.
Fall
2012
Spring
2013
Fall
2013
Spring
2014
Fall
2014
Spring
2015
WSCH
8483
8537
7329
7576
7322
7307
FTES:
277
279
240
249
239
241
WSCH/FTES
664
646
557
589
560
553
If there are any external factors that limit class sizes, please explain.
The only external factor that limits our class sizes is that a strong economy usually leads
to lower enrollment, and a weak economy leads to very strong enrollment. While this is
true for the college as a whole, it’s particularly true in Business—a field that attracts the
unemployed or those fearing unemployment.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
We have a very strong Accounting program, and do not have a full-time instructor that
is a CPA. We offer nine distinct upper division accounting classes and offer four
accounting certificates and a degree. Last year, we awarded 55 Accounting certificates
and 26 Accounting degrees (an all-time high). Our two newest certificates are CPA
Exam Prep certificates. Almost 7 FTEF each semester is dedicated to accounting
courses. We need a CPA to strengthen the reputation of our program, to enable us to
offer more advanced courses on campus (our two adjunct instructors that hold CPA
licenses are only able to teach online), and to further develop our very important
accounting program.
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 2: As stated above, this request is designed to address a gap in faculty
expertise, both in teaching and in program administration. The Business faculty
has an enormous workload with 42 distinct courses and 21 distinct programs to
assess and keep current—in addition to our college-wide committee
responsibilities. We also have created program brochures and transfer flyers,
hold Business Education seminars in the Fall, and hold a major student awards
event in the Spring, and manage a vibrant DECA program. Our success in
achieving the strategic plan goal is evident…..but we’re tired.
Tier 3: We are currently unable to offer many of our upper-level accounting
courses on campus, as the adjuncts with the specialized skills required have fulltime jobs and are only able to teach online.
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.
Our two CPA Prep certificates are new, as are four new upper-division accounting
courses.
Criteria 7.
CTE Program Impact.
Our Business Advisory Board has strongly recommended that we continue to
develop upper level accounting courses and programs to meet an unfilled need
in our community.
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
2011-2012 2012-2013 2013-2014 2014-2015
Criteria 9.
Accounting Technician cert
29
18
33
28
Bookkeeping cert
27
20
30
27
Accounting AS degree
21
26
22
26
Declared major
514
462
322
368
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.
Chabot's business courses play a unique role at our college. Any individual
course may meet the needs of a transfer student, a non-business student
taking the course to fulfill a GE requirement, a business degree or certificate
student, an unemployed person needing to just beef up their skills, or make a
career transition.
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.
As stated above, it is very challenging to find part-time faculty with a CPA license
that are available to teach during the day or in the evening. We currently have
no such faculty and as a result are unable to offer advanced accounting courses
on campus.
Discipline _CAS / CNT / ESYS____
Historical Note:
Faculty assignments, course listings, and course cross-listings have been fluid among the three
disciplines for several years. Proposed CAS curriculum revisions expand on the comingling of
courses. For the purpose of evaluating faculty load, a summary of the three disciplines is
presented along with the three individually. A brief summary follows.
Prior to the 2008-09 year, Cisco Networking Academy courses were offered through the
Electronics and Computer Technology discipline. As an outcome of the program
revitalization/discontinuance process, the Cisco Networking Academy courses were offered
through CAS, starting in Fall ’08, as CAS 92A, B, C, and D. These courses were taught by one
of the faculty from the suspended electronics discipline, who also taught other CAS courses
during this suspension period. The Fall/Spring scheduling of courses represented a 0.47 FTEF
load. Our academy contract with Cisco requires that instructors of these courses be trained and
certified through the Cisco Networking Academy. Our full-time ELEC instructor is the Cisco
Academy coordinator, and has been since 2002.
Also as an outcome of the program revitalization/discontinuance process, the electronics
discipline was re-launched in Fall ’09, including computer and information technology courses
offered through the Cisco Networking Academy. The CAS 92ABCD courses continued to be
taught by the full-time ESYS instructor, and ESYS part-time faculty taught the Cisco Academy
ESYS courses. To consolidate all Cisco Networking Academy courses under one discipline, and
to coordinate the information technology course offerings with those offered by the Computer
Networking Technology (CNT) program at Las Positas, these courses were changed to crosslisted ESYS and CNT courses, and were offered as such starting in Fall ’13.
Starting in Fall ’14, several online CNT courses were added to the schedule as a cooperative
project with Las Positas, where one instructor would teach a section with combined Chabot and
Las Positas students. This added nine new CNT courses at Chabot, with only a net increase of
0.75 CAH. Although this was proven to be beneficial for student access and faculty productivity,
the recent faculty retirement at LPC has left us without a willing partner to continue this
cooperative scheduling.
CAS is restructuring its core program to align with a statewide model curriculum. This
curriculum was built to address the current and projected workforce demands, and includes
several of the ESYS and CNT courses, including those required for the ESYS A.S. degree.
Efficient operation of these programs requires sharing of lab space and equipment, joint
participation with outside organizations (e.g. Cisco, EMC2, CompTIA), and faculty assignments
to these courses. Therefore, the full-time faculty allocated to any one of these disciplines impacts
the operations of the others.
Criteria 1.
Percent of full-time faculty in department.
Fall 12 Spring 13
Fall 13 Spring 14
Fall 14
Spring 15
CAS FTEF
contract
1.43
1.65
1.7
1.72
1.2
1.33
CNT FTEF
contract
0
0
0
0
0.63
0.35
ESYS FTEF
contract
0.66
0.67
1.13
1.13
0.67
0.5
CAS FTEF
temporary
3.4
3.9
2.87
3.63
3.25
4.03
CNT FTEF
temporary
0
0
0
0
0
0
ESYS FTEF
temporary
0.47
0.33
0.4
0.4
0.5
5.96
6.55
6.1
6.48
6.15
6.71
Combined FTEF
CAS
# contract faculty
1
1
1
1
1
1
CNT
# contract faculty
0
0
0
0
0
0
ESYS
# contract faculty
1
1
1
1
1
1
Total
# contract faculty
2
2
2
2
2
2
Criteria 2.
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
Mary Dermody
June 2014
Semester end departmental enrollment pattern for last three years.
Fall 12
Spring
13
Fall 13
Spring
14
Fall
14
Spring
15
CAS
Success Rate:
64%
68%
61%
59%
57%
64%
CNT
Success Rate:
0%
0%
67%
86%
59%
48%
ESYS
Success Rate:
81%
82%
73%
69%
77%
80%
weighted
Success Rate:
67%
70%
63%
CAS
FTES
107.87
116.81
CNT
FTES
0
ESYS
FTES
19.05
Combined FTES
126.92
62%
59%
65%
93.77
96.68 77.49
95.01
0
7.44
10.33 11.14
3.58
15.92
12.74
12.87 11.33
11.38
132.73 113.95
119.88 99.96
109.97
Briefly describe how a new hire will impact your success/retention rates.
A new hire will allow students to have greater access to a faculty member, thus
creating connections and a supportive environment. As a result greater student
retention and completions can be a greater outcome result.
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
Criteria 3.
Spring 2013
Fall 2013
Spring 2014
Fall 2014
Meets established class size.
Fall 12 Spring 13
Fall 13 Spring 14
Fall 14
Spring 15
CAS
WSCH
3281
3573
2833
2999
2369
2864
ESYS/CNT
WSCH
580
480
622
707
690
477
Combined WSCH
3861
4053
3455
3706
3059
3341
CAS
4.83
5.55
4.57
5.35
4.45
5.36
FTEF
ESYS/CNT
FTEF
1.13
1
1.53
1.13
1.7
1.35
Combined FTEF
5.96
6.55
6.1
6.48
6.15
6.71
CAS
WSCH/FTEF
679.3
643.8
619.9
560.6
532.4
534.3
ESYS/CNT
WSCH/FTEF
513.3
480.0
406.5
625.7
405.9
353.3
Combined WSCH/FTEF
647.8
618.8
566.4
571.9
497.4
497.9
If there are any external factors that limit class sizes, please explain.
On-campus CAS courses are limited to the maximum seating of the computer lab
where the class is scheduled. ESYS courses are limited by lab capacity and safety
factors, plus additional limitations for some courses due to lab equipment
capacity.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
The additional emphasis on information technology-related courses in CAS
will require instructors with specialized knowledge, skills, and certifications.
CAS XX – I.T. Essentials/A+
CAS XX – Linux
CAS XX – Introduction to Networks (CCNA 1 / Network+)
CAS XX – Routing & Switching Essentials (CCNA 2)
CAS XX – Scaling Networks (CCNA 3)
CAS XX – Connecting Networks (CCNA 4)
CAS XX – Cloud
CAS XX – Storage
CAS XX – WireShark
CAS XX – Ethical Hacking (Whitehat Hacker)
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.)
A new faculty member will be able to help recruit and promote the program
in greater numbers, along with fulfill gaps in expertise not held by current
faculty. Additionally facilitation of a new faculty member to help shore up a
new program focused on high technological skills will address a social justice
issue; helping to move underrepresented areas into a high wage/salary career
field.
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.
This faculty position will do both, help to start up a new program and enhance an
existing one. Career fields such as computer and electronic technology are wide
and change frequently. An additionally faculty member helping in both areas will
be able to alleviate the pressure to maintain and update all skill levels to expert.
With an additional faculty member courses and skill sets can be spread out so that
it ensures quality education in each course.
Criteria 7.
CTE Program Impact.
This new faculty member will assist in the CAS, CNT, & ESYS department
which are all CTE programs.
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
2012-2013
2013-2014
2014-2015
CAS
0
0
0
A.S. ESYS
2
5
4
Declared major
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.
Courses in CAS department are also available as G.E. requirements for Chabot
A.S. Degree and CSU transfer.
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.
Additional part-time faculty allocation would also be beneficial to the program to
allow additional offerings. Currently courses in these CTE areas are limited by
lab space.
Discipline Fire Technology
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
FTEF
(Contract)
1
1
1
1
1
FTEF
(Temporary)
15
15
15
15
15
# of Contract
Faculty
.07
.07
.07
.07
.07
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
N/A
Criteria 2.
Semester end departmental enrollment pattern for last three years.
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Success Rate:
62%
61%
63%
57%
65%
FTES:
35.05
36.20
35.71
34.16
43.23
Briefly describe how a new hire will impact your success/retention rates.
Demand & Capacity for Majors/Services
(Degree/Certificate Completion Data)
-
Fire
Conditioning required as prerequisite to Fire Academy and part of degree
-
New fi
academy program as of Fall 2016 will have fitness in Academy as well
-
Fire
Technology is #10 of the top 10 Majors at Chabot College, with 455 students as of Fall
2015
Educational Goals
(Transfer/CTE/Basic Skills Curricula)
-
fire
conditioning is also a basic skill
-
hand,
eye, foot coordination
-
this
position is a fitness coach to public safety 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
Criteria 3.
Spring 2013
Fall 2013
Spring 2014
Fall 2014
Meets established class size.
Fall 2012
Spring 2013
Fall 2013 Spring 2014
Fall 2014
WSCH
1054
1088
1082
1045
1300
FTES:
35.05
36.20
35.71
34.16
43.23
WSCH/FTES
345.46
381.09
350.62
347.06
386.79
If there are any external factors that limit class sizes, please explain.
State Fire Training has restrictions to some class sizes based on a maximum number of
students for a single instructor lecture class. Also, new state standards will require 1
instructor for 10 students, down from the 1 instructor to 12 student ratio.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
The Fire Technology Instructor/Coordinator (FTIC) is the only full time faculty
for this division. With the growing need for the FTIC to participate in shared
governance committees, outside professional organizations that impact program
accreditation and faculty lead in the Career Pathways Trust for Public Service and Law,
there is no additional faculty to support program needs. This position will help to fill
this gap.
Also, per the PRBC Program Review Synthesis Statement on Faculty
Prioritization - November 16, 2015, one of the stated goals reads: "The next critical
needs are those exhibited in disciplines anchored by one or no full-time faculty or
disciplines positioned for significant growth related to geographic or emerging
technological demand." Since there is only 1 full time instructor/coordinator in the Fire
Technology Division, and assistance has been requested each year, this program is far
overdue for an additional full time position.
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: Maintain compliance with:
Legal Mandates (External Mandates from Governing Bodies)
National Fire Protection Association [NFPA] and California Office of State Fire Marshal
Division of Training [State Fire Training]
NFPA 1582, Comprehensive Occupational Medical Program for Fire Departments
NFPA 1500, Fire Department Occupational Safety and Health Program
NFPA 1583, Health-Related Fitness Programs for Fire Fighters
State Fire Training Accredited Regional Fire Training Center Guidelines
[failure to provide required training by qualified instructors impacts accreditation]
Tier 2: Program Health:
Full time/Part time Faculty Ratio
(FT/PT Ratio Date for past 3
ire Tech Instructor Coordinator is only Full-Time
5 to 20 part-time instructors depending on semester
equested position annually for 7 years
Program Integrity/Continuity/Survival
(Qualitative An
riginal Coordinator position managed Fire Tech degree program while
teaching
ew responsibilities of coordinator require management of Fire Academy
(previously handled by part-time instructor until Fall 2008), CAL FIRE
Wildland Academy (beginning Fall 2011) and addition of Fire Inspector
Degree
urrent participation with Career Pathway Trust has increased demand of
time by Fire Tech Coordinator and adjunct faculty for success with Eden
ROP new Fire program
pproval of this position gives additional faculty to manage program load
Potential Growth of Discipline
(Enrollment trends and external indic
onstituent Fire Agencies want to expand previous mandate that focused on
pre-employment education and post employment degree training
ire Academy will need physical conditioning integrated into the training as
well as pre-Academy preparation
den ROP and Career Pathway Trust efforts toward a duel enrollment Fire
program will increase local area high school students into Chabot Fire
Fitness and Fire Academy courses
Tier 3: Student Need/Equity:
Demand & Capacity for Majors/Services
(Degree/Certificate Completion
ire Fitness Training required as prerequisite to Fire Academy and part of
degree
ew fire academy program as of Fall 2016 will have fitness in Academy as
well, and will require qualified fitness trainer to oversee fitness and
nutrition progress of pre-Fire Academy and active Fire Academy students
Educational Goals
(Transfer/CTE/Basic Skills Cur
ire conditioning is also a basic skill
and, eye, foot coordination
his position is a fitness coach to public safety students
Serving the Community (Equity)
(Student & Community Demographic
ire Conditioning has played a significant role in the success of underserved
and underrepresented students who train to enter the profession.
ome have done so well, they were hired by Fire Departments before
completing the Fire Academy.
reater success rate for women as well as students who are not physically
prepared to succeed in this physically rigorous program
Industry/Job Market Trends
(Labor Market Trends/Job Placement
he Fire Departments are entering a phase of multiple retirements over the
next three years. Statewide, the Employment Development Department
estimates a 6.3% increase in new fire department positions
here is a projected need for over 30,000 fire service positions in the State of
California during the period od 2012 to 2022; in the Bay Area alone, there are
over 500 jobs opening over the next two years
n CTE Programs at Chabot, Firefighter is #8 of the highest projected job openings
over the next 10 years that require an Associate Degree or Certificate
andidates who do not have and maintain a dedicated fitness and nutrition
regimen are released during their Fire Academy training conducted by the
employing agency
he fire fitness training and nutrition training at Chabot will be key to
helping our students be physically prepared to obtain and maintain long
term career employment with a Fire Service Agency in California or
anywhere in the USA
Students who are better conditioned for the job are better positioned for these
opportunities while they continue their certificate and associate degree journey
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.
This is an enhancement to an existing program for the reasons described previously.
Specifically, it will be key to support the Fire Academy, the Career Pathway from Eden
ROP to Chabot Fire Academy, and expand the nutritional support training where no
specific opportunity exists for Fire Fighter trainees on this campus.
Criteria 7.
CTE Program Impact.
Course and Program Offerings
(Number of Active Courses and Pro
he position requires credibility, a person who has actually worked as
either a police officer or firefighter
n its inception, the course was taught by a full-time instructor who was
not from the public safety sector. Students complained about the courses
relevancy as the fitness instruction did not meet the profession
ince 2001, the course has been taught by a retired Hayward Police
Officer, who later went through several training components of the
Chabot Fire Academy to biomechanically breakdown the job to teach the
proper body positioning, lifting and coordination to do the job
he students who partake of this training while in the Fire Academy have
had fewer injuries, if any, compared to those who did not
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
20122013
20132014
20142015
AA requirement
Fire
-
7
3
6
2
12
1
2
1
4
3
2
3
42
30
39
40
39
40
Space Awareness
42
39
39
Hazardous
Materials First Responder Operations
34
25
40
32
24
38
32
30
43
30
40
40
342
364
314
Technology
Fire
Prevention Inspector
Certificates of Achievement
Fire
Technology
Fire
Prevention Inspector
Certificates of Completion
Fire Fighter 1
Academy
Wildland Basic
Fire Fighter
Confined
-
Incident
Command System I-200
Fire Fighter
Survival
-
National
Wildfire Coordinating Group S-130 / L-180 / S-190
Declared major
Note: Fall 2015 Preliminary Census for Declared Major = 455
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 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. Failure to fund this position will likely
impact the Administration of Justice students in the near future, since the current
qualified part time instructor will need to focus more time on the fire fitness needs of
the Fire Academy since there is no Police Academy at Chabot.
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.
Due to the increasing need for firefighter physical conditioning of pre-employment
students in the Fire Technology program, especially the Fire Academy, the Fire Fitness
Training courses need to be offered more frequently, and include an appropriate Health
& Nutrition course relevant to Firefighters who work 24-hour and 48-hour shift cycles.
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 fitness training 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 fitness training program, as well as the law
enforcement program. The additional fire fitness 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 fitness
instructor would attend key physical training sessions of the Fire Academy to assess the
strength, endurance, stamina and overall conditioning of Academy students and
provide prescriptive training recommendations for students at risk of failure for
manipulative performance assessments, thus improving student retention and success
in this area. None of the current full-time Physical Education coaches have the public
safety field experience to credibly teach the combined curriculum. This is the eighth year
of requesting this position.