Faculty Prioritization November 30th 2015
Request: World Languages Instructor (w/ Spanish emphasis)
World Languages Department only has 3 full-time instructors that recruit, hire, mentor, and evaluate 14
adjuncts in French, Japanese, and Spanish (Chinese in fall16 and Italian in fall17) as well as trying to build a
strong world languages program that includes a world languages laboratory, expansion of hybrid and online
offerings, and new courses.
We need a full-time Spanish instructor that will help us sustain and expand the responsibilities of developing
new courses (ex: as a Hispanic Serving Institution -38% of the student body Latino- and more than 50% of
Spanish students being Latinos > we must have a Heritage Speaker Spanish track that will target their specific
needs in order to succeed in our courses), off-site courses, a language lab, tutor training, and campus-wide
professional service responsibilities.
The WL Department is currently heavily dependent on part-time instructors especially in Spanish that teach
high demand courses (especially Spanish 1A and 1B courses). Because of the number of units each course
requires (5 units = 5 hours lecture + 1 hour lab), a part-time instructor can only teach one course per semester
(per contract). This impacts the ratio of part-time versus full-time instructors and the overall cohesiveness the
program.
Typical load/section for WL: 5.8 CAH = 1 section per part-time faculty
In addition, because these courses are taught using the full immersion pedagogy, full-time faculties are
responsible for continuously training and mentoring part-time adjunct lecturers each semester to maintain
program integrity. The issue arises with the retention and the high turnover of part-timers that in turns affect
students’ success in these classes.

Spanish has the AA and AA-T degrees. All first and second year courses are considered UC and CSU
transfer courses. By Spring 16/fall 16, students will be able to complete Spanish 1A, 1B, 2A, and 2B
100% online.

Fall 2015, Spanish expanded course offerings and provided students with the flexibility to take the
intensive 5 units track (1A/1B) or the slower pace 3 units track (1A1/1A2/1B1/1B2). This will help
students with scheduling and overall success in our program.
We urgently need to increase the percentage of full-time faculty in our World Languages department to improve
program quality, cohesion, and consistency. We expect to hire a World Language instructor, with Spanish
being the lead language, but that would also be able to teach another World Language; a professional profile
typical among World Language departments on college campuses.
Present Time: World Languages Department at Chabot College
SPANISH


AA-T and AA in Spanish.
Data indicates:
 38% of Chabot students are Latinos.
 More than 50% of our students
taking Spanish are Latinos.
2 full-time faculty
9 part-time faculty
Fall 15: 12 sections/344 enrolled students in Spanish
at Census
Spring 16: 17 sections scheduled
FRENCH


AA in French
FRNC 1A, 1B, 2A, 2B offer on-campus,
hybrid, and 100% online.
1-full time faculty
2 part-time faculty
Fall 15: 5 sections/139 enrolled students in
French at Census
Spring 16: 6 sections
JAPANESE


Currently only 1A (fall) and 1B (spring) are
offered
Plans for 2016: create second-year program
for Japanese
1 part-time faculty (currently teaching overload*)
Fall 15: 2 sections/89 enrolled students in Japanese
1A at Census (111% fill)
Forecast for World Languages 2016-2017
Spring 2016



8.29 total FTEF
26 sections total (French, Japanese, and Spanish)
Ratio FT/PT= 41%/59%
Fall 2016



9.59 total FTEF
29 sections total (NEW-Chinese, French Japanese, and Spanish)
Ratio FT/PT= 35%/65%
Fall 2017



10.37 total FTEF
31 sections total (Chinese, French, NEW-Italian, 1A and NEW-2A Japanese, Spanish)
Ratio FT/PT= 32.5%/67.5%
Appendix F1A: Full-Time Faculty Request(s) [Acct. Category 1000]
Total number of positions requested (please fill in number of positions requested):
☒
1
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 _____World Languages (Spanish)______
Criteria 1.
Percent of full-time faculty in department.
Fall 2013
Spring 2014
Fall 2014
Spring 2015
Fall 2015
FTEF (Contract)
1.93
1.93
1.93
1.93
1.93
FTEF
(Temporary)
3.43
3.03
3.31
3.31
3.58
# of Contract
Faculty
2
2
2
2
2
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
None
Criteria 2.
Semester end departmental enrollment pattern for last three years.
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Spring 15
Success Rate*:
55%
56%
60%
63%
58%
61%
FTES:
4.96
4.96
5.36
4.96
4.90
5.24
Briefly describe how a new hire will impact your success/retention rates.
The Spanish program currently functions with a ratio of 2 FT to 9 PT (Full Time/Part-time).
=> 39% of the Spanish program is currently taught by Full Time faculty.
A full-time Spanish instructor will be invested in:
1) Strengthening the success and retention rates by accessing curriculum, developing new online
courses to create a DE pathway for the newly approved AA-T in Spanish.
2) Continuing to foster a full immersion instructional program that promotes a communicative
approach to language acquisition. Students’ learning is proven to be greatly improving in such
authentic and meaning linguistic settings
3) Helping create a new Pathway for the Spanish program to reach out to the prominent Hispanic
student body at Chabot by creating a Heritage Speaker Spanish track and Spanish for
professionals such as Medical Spanish and Business Spanish.
*Note: It is important to note that our program’s success rate data is highly impacted by the
sequence of the courses because of prerequisite requirements. From Fall 11-Spring 14, the overall
rate for 1A was 51.5%, for 1B was 63%, for 2A was 81%, and for 2B was 90%.
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
Meets established class size.
Fall 2012
Fall 2013
Spring 2014
Fall 2014
Spring 2013
Fall 2013
Spring 2014
Fall 2014
WSCH
2850
3420
3630
2850
2850
FTES:
95
114
121
95
95
WSCH/FTES
588
705
694
588
588
If there are any external factors that limit class sizes, please explain
The current class size of:
1A courses > 40 students
1B courses > 35 students
2A courses > 30 students
2B courses > 30 students
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill the gaps, if applicable.
The newly approved AA-T in Spanish expedites the pathway to completion to this degree and
eliminated previously found bottlenecks (AA in Spanish).
The new approved 3 unit courses in Spanish will make more accessible the completion of the
degree by providing more options for students to move along the pathway at their own education
pace.
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.)
The Spanish program serves:
1) outside mandates:
All Spanish courses are UC and CSU transferable, as well as parts of the requirements for the
Spanish AA-T and AA degrees.
2) program health:
The Spanish program currently functions with a ratio of 2 FT to 9 PT (Full Time/Part-time).
=> 39% of the Spanish program is currently taught by Full Time faculty.
The overall teaching load in Spanish is highly dependent on part-time instructors. This creates more
than ever a challenge in supporting our World Language mission that relies on a full immersion
program. Full time faculty invests their expertise and experience in developing new teaching
strategies, assessing instructional and curriculum effectiveness, and training new part-time faculty.
3) student need/equity:
Students need to have a wide access to first year Spanish courses as these courses fulfill their
Foreign Language requirements and IGETC:
 All 1A courses count as the Foreign Language requirement needed for UC.
 All 1B courses count as the Foreign Language requirement for the UC IGETC.
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 additional full time Spanish instructor would help alleviate the current ratio of full time to
part time faculty (2:9) and to expand the current program. The Spanish program is expanding in
response to the students’ demand for courses on-campus and online. All of our courses are
UC/CSU transfer courses and a large percentage of our students enroll in our program to satisfy
IGETC (area 3) and their foreign language requirement.
Currently the Spanish program functions with a ratio of 2 FT to 9 PT (Full Time/Part-time).
=> 39% of the Spanish program is currently taught by Full Time faculty.
Starting 2015-2016, the program will include a new sequence of 3 unit courses in Spanish that
will need a full time faculty supervising the curriculum cohesiveness in order to reach our
program goals of increasing student success and retention.
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
2011-2012
AA requirement
3
2012-2013
3
GE transfer requirement
Declared major
The preliminary census for fall 2015 for majors of students grouped by division shows:
2013-2014
5
Spanish (1105)
23
Spanish AA-T (1108)
Spanish AA-T (1109)
1
2
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.
In addition to our AA program, all of our courses (1A, 1B, 2A, 2B) are included on various
college and state requirements:
 All 1A courses count as the Foreign Language requirement needed for UC.
 All 1B courses count as the Foreign Language requirement for the UC IGETC.
 All 1A, 1B, 2A, and 2B courses count as:
- CSU Transfer List
- CSU GE list (area: Arts and Humanities)
- UC Transfer List
 All 1A and 1B courses count as:
- Associate in Arts Degree (AA)/Associate in Science (AS) (area: Humanities)
- Associate in Arts Degree (AA)/Associate in Science (AS) (area:
Communication and Analytical Thinking)
 All 2A and 2B courses count as:
- IGETC-area 3 (Arts and Humanities)
- Associate in Arts Degree (AA)/Associate in Science (AS) (area: Writing and
Critical Thinking ; Humanities)
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.
We would like to reiterate that the World Language program is currently heavily dependent on
part-time instructors in Spanish that teach high demand courses (especially Spanish 1A and 1B
courses). Because of the number of units each course requires (5 units = 5 hours lecture + 1 hour
lab), a part-time instructor can only teach one course per semester (per contract). This impacts the
ratio of part-time versus full-time instructors and the overall cohesiveness the program.
In addition, because these courses are taught using a full immersion pedagogy, full timers are
responsible for continuously training and mentoring part-timers each semester to maintain
program integrity. The issue arises with the retention and the high turnover of part-timers that in
turns affect students’ success in these classes.
Strengthening the World Language program with an additional full-time Spanish instructor would
guaranty the cohesiveness and the integrity of the courses taught.