Taft College Academic Senate Minutes Attendees Monday, October 6, 2014 Cougar Conference Room

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Taft College Academic Senate Minutes
Monday, October 6, 2014
Cougar Conference Room
Attendees: President Tony Thompson, Vice President Vicki Jacobi, Secretary Linda West,
Jennifer Altenhofel, Megan Andrews, Kanoe Bandy, Michelle Beasley, Paul Blake, Adam Bledsoe,
Jill Brown, Kamala Carlson, Candace Duran, Geoffrey Dyer, John Eigenauer, Sharyn Eveland,
Tori Furman, Shelley Getty, Greg Golling, Jessica Grimes, Daniel Hall, Brian Jean, Mike Jiles, Diane Jones,
Danielle Kerr, David Layne, Mariza Martinez, Janis Mendenhall, Michelle Oja, Ruby Payne,
Stacie Rancano, Kristi Richards, Becky Roth, Sonja Swenson, Karen Ziegler
The meeting was called to order at 12:14 p.m.
Review of September 2, 2014 Senate Minutes
A motion was made by Jennifer Altenhofel and seconded by David Layne to approve the minutes as
presented. The motion carried unanimously.
Division Chair Presentations for Faculty Positions
The following division chairs or designees presented the rationale for new faculty positions:
Liberal Arts – Bill Devine
Studio Arts
Learning Support – Vicki Jacobi
Librarian
Social Sciences – Becky Roth
Sociology
Math/Sciences – Kanoe Bandy
Kinesiology
Applied Technology – Kanoe Bandy
Industrial Health & Safety
Energy Technology
Liberal Arts – Kamala Carlson
English
Presentation materials for each position are attached to the minutes.
Tony stated he will be distributing the ranking sheets electronically. He said he hadn’t received any input
from the administration regarding the number of new faculty positions that would be approved, if any.
Meeting was adjourned at 12:55 p.m.
The next meeting is scheduled for 12:10-1:00 p.m. on Monday, November 3rd.
Respectfully submitted by
Linda West, Academic Senate Secretary
Attachments
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And Kurt Vonnegutt said something like this, ““Go into the arts. I’m
not kidding. The arts are not (the easiest) way to make a living (but)
They are a very human way of making life more bearable. Practicing
an art, no matter how well or badly, is a way to make your soul grow,
for heaven’s sake. Sing in the shower. Dance to the radio. Tell stories.
Write a poem to a friend, even a lousy poem. Do it as well as you
possibly can. You will get an enormous reward. You will have created
something.”
In the Beginning….
•
•
•
•
•
Art History and Studio Arts classes are
required for 6 degrees
Graduates are pursuing transfer
degrees and getting jobs
Current Faculty are stretched to meet
the current need
The opportunities for Art Majors
continues to grow
Additional Studio Arts Faculty will
enhance our ability to meet the
Students’ needs and interests

ART
2

ART History for Transfer
2
AA in Liberal Arts with an Emphasis in
Arts and Humanities
5

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•
•
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•
•
Advertising Artist
Advertising Designer
Aerial Photographer
Airbrush Artist
Animator
Antiques Dealer
Architectural Model Builder
Architectural Renderer
Art Administrator
Art Buyer
Art Conservator
Art Consultant
Art Critic
Art Dealer
Art Director
Art Exhibition Coordinator
Art Historian
Art Teacher
Art Therapist
Artist
Artist's Agent
Assistant Curator
Auctioneer Transporter
Audio Visual Designer
Bank Note Designer
Billboard Artist
Book Designer
•
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•
•
Book Jacket Designer
Book Illustrator
Bookplate Designer
CAD Designer
Calligrapher
Car and Bus Card Designer
Caricaturist
Cartoonist
Catalog Illustrator
CD/Record Cover Designer
Ceramic Artist
Cinematographer
Color Expert
Computer Graphics
Copyist
Costume Designer
Costume Illustrator
Courtroom Artist
Curator
Decorator
Designer
Digital Retoucher
Direct Mail Designer
Display Artist
Display Designer
Display Painter
Drafter
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Editorial Illustrator
Engraver
Environmental Designer
Etcher
Exhibit Designer
Fabric Designer
Fashion Artist/Designer
Filmmaker
Floral Designer
Freelance Designer
Furniture Designer
Game Designer
Gallery Owner
Gemologist
Glass Blower
Graphic Arts Technician
Graphic Designer
Greeting Card Artist
Illustrator
Industrial Designer
Interior Decorator
Internet Designer
Jewelry Designer
Label Designer
Landscape Architect
Layout Artist
Magazine Designer
Magazine Illustrator
Mannequin Decorator
Mechanical & Production Artist
Medical Illustrator
Memorial Designer
Millinery Designer
Motion Graphics Designer
Motion Picture Animator
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Motion Picture Artist
Motion Picture Scenic Designer
Municipal Graphic Designer
Mural Artist
Museum Artist
Newspaper Designer
Newspaper Illustrator
Newspaper Layout Artist
Photographer
Photojournalist
Printmaker
Portrait Photographer
Professor of Art
Product Designer
Public Artist
Publication Designer
Quick Sketch Artist
Sculptor
Set Designer/Illustrator
Silhouette Artist
Silkscreen Artist
Stained Glass Artist
Stencil Cutter
Still Photographer
Textile Designer
3D Animator
3D Modeler
3D Texture Artist
Topographer
Toy Designer
Trademark Designer
Typographer
Upholstery Fabric Designer
Video Game Designer



Kylie Gamez, AA-T
Art History
Alexander Reinken,
AA-T Art History

Micha Shaw, AA-T
Art History

Raul Romo, AA Art

Liliana Salas, AA Art
Kai Schoneweis, AA
Art
All of these recent
graduates took general
education courses from
the other divisions.

..
Giovanni Ayala graduated
with an AA in Art in 2002
and just graduated with a
BFA from CSUB.
Art (ART)
Art History for Transfer (ARTH)
Journalism (JRNL)
Lib Arts Emphasis Arts & Humanities (LAHU)
Liberal Arts (LIBA)
Multi-Media Journalism (MULT)
Studio Arts for Transfer (TSAR)
TOTAL
83
5
7
49
15
15
7
181
History (HIST)
History for Transfer (THIS)
31
5
36
TOTAL
GRAND TOTAL
217



HUMANITIES GEN ED: ART 1600, 1610,
1620, 1630, 1640, 1800, 1811, 2010,
ARTH 1500
All are TRANSFER LEVEL and part of 1 or
more degree programs.
This teaching obligation would be some
sections of the following: Art 1600,
1610, 1620, 1640, 1800, 1811,1820,
1850, 1860, and ARTH 1500



Based on the base rate for FTE’S $6,399
per FTE
29.96 X $6,399 =
$191,970
New faculty salary plus benefits would be
around $85,000


Currently all studio art sections and all of
ARTH 1500 sections per semester are
taught by 6 adjuncts.
Swenson teaches 4 sections of ARTH
courses, all sections of HUM, plus serves
as Art Gallery Coordinator. Her load has
always been split between Art and
Humanities




Swenson = .5 art : .5 humanities
6 adjuncts who are teaching on
campus and online ( 8 different single
or concurrent sections)
Enough for 2 FT Studio Art professors
(lab/studio classes are 6 clock hours
for 3 units) with need for 2 adjuncts
7.5 : 39 (75/25 Rule)
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Librarian
Academic Senate
Presentation
October 6, 2014
Why is this important?
“Research has shown a
positive relationship between
library use and student
persistence and achievement”
(Kuh & Gonyea, 2003)
Title 5 of the California Code of Regulations (§58724)
Minimum Requirements
FTES
Librarians
< 1,000
2
1,001-3,000
3
Taft College’s FTES for credit and non-credit courses for 2013-2014 was 2,667.66
(DataMart, 2014)
We have only one Librarian.
Current Status
We have one librarian to cover 6 INCO 1548, attend Tech Review,
as well as committee assignments, supervise library staff, evaluate
and update library collection to meet faculty needs in each
discipline, management of educational materials in library, ensure
sufficient seating and technology, assess additional library services
per accreditation standards. There is no librarian when the librarian
is on vacation.
Hours of Operation
Library is Open
• Monday through Thursday 8:00 am
Current Librarian Hours
• 35 hours
• Fridays 8:00 am to 5:00 pm
• Total Hours open=57 hours
We are short 22 hours! And we are
out of compliance with Title 5
regulations and accreditation
standards.
to 8:00 pm
We need another Librarian!
Where’s the Full-Time
Professor for Sociology?
All data as current as is available from DataMart, Banner, Cognos and Program Review
It’s been such a loooonnngggg time….
And we just keep asking
Where’s the Full-time Professor for
Sociology?
Special thank you to Boston 
• 2134 students enrolled in Sociology courses in
AY 2013/14.
• A full grown Associate in Arts
Degree
• Requests for MORE sections
And
– NO Full TIME Faculty
Where’s
my
But, Where’s
Sociolog
my Sociology
y
Professor?
Professo
r?
Sociology Facts: AY 2013/14
65 sections taught by 7
adjuncts
2134 students enrolled
55 Sociology for
Transfer Majors
Sociology Facts
Facts
2013-14
Enrollment:
Data
2134
2013-14 Section
54.14%
Success Rate:
• ALL CORS updated
• ALL courses C-ID approved
• AAT approval for the Major
Sociology offerings affect:
6 Degree Programs
4 Pre-professional Tracks
2 Certificate Programs
2 Areas of Emphasis
General Ed Transfers to UC and CSU
Transfers
Where’s
my
But, Where’s
Sociolog
my Sociology
y
Professor?
Professo
r?
Where’s
my
But, Where’s
Sociolog
my Sociology
y
Professor?
Professo
r?
FTES
Get
from
Sharyn
64.7
College
Sociology
25.3
FTES
Ratio of Full-time to Part-time
Faculty, College and Sociology
100
90
80
College
70
Sociology
60
50
50
100
50
40
30
20
10
0
0
Full-Time
Adjunct
Where’s
my
But, Where’s
Sociolog
my Sociology
y
Professor?
Professo
r?
What happened to our
Sociology Full-time Faculty?
• Years of program
without full-time faculty :
ALWAYS
• Years of program
with only adjunct
support:
• FOUR YEARS
Where’s
my
But, Where’s
Sociolog
my Sociology
y
Professor?
Professo
r?
Where’s
my
But, Where’s
Sociolog
my Sociology
y
Professor?
Professo
•
r?
In sum,
The Sociology program has students.
• The Sociology program has graduates!!
• The Sociology program, like all
programs, has institutional and state
requirements that full-time faculty need
to fulfill.
• The Sociology program has
NO FULL-TIME FACULTY.
– Only YOU can help!
Request for Faculty Position: Health/ Kinesiology Instructor
Math/Science Division
Submitted by Kanoe Bandy
Fall 2014
1. Immediate Impact on Existing Programs:
The most immediate impact is to relieve the current full time faculty overload and the large number of
courses being taught by adjunct faculty. (See below chart). The division currently has two full time
faculty members and 1 partial load faculty member.
Instructor Hours
Instructor
V. Maiocco
S. Walsh
T.
Thompson
Adjunct
Total Units
%
Overload/
Adjunct of
Total Units
Fall 2012
Total Overload/
Units
Adjunct
22.0
7.0
27.0
12.0
18.0
10.5
Spring 2013
Total Overload/
Units Adjunct
16.5
1.5
16.5
1.5
15.0
7.5
Fall 2013
Total Overload/
Units
Adjunct
18.0
3.0
21.0
6.0
18.0
10.5
Spring 2014
Total Overload/
Units Adjunct
24
9
24
9
15.0
7.5
Fall 2014
Total Overload/
Units Adjunct
18
3
27
12
15
7.5
15.25
82.25
17.0
63.0
17.0
74.0
19.0
82.0
13.25
73.25
15.25
44.75
54%
17.0
27.5
43%
17.0
36.5
49%
19.0
44.5
54%
13.25
35.75
49%
2. Impact on Major Requirements:
Majors covered by this instructor position are: Physical Education and Kinesiology.
Declared Majors
2010/2011
2011/2012
2012/2013
2013/2014
Physical Education
56
41
46
46
Source: Institutional Research Office, Program Review Data Fall 2014
The Kinesiology TMC is to be completed in order to meet the requirements of SB 1440.
In addition to specific degree requirements, students are required to meet local requirements in three
areas, one of which is Health Education. This requirement is met with the course Health Education
1510. In the fall we normally carry 16 sections and in the spring we normally carry 10 sections of
Health Education. This one course is a degree requirement across the state. Every section that we offer
is filled, both online and face to face.
3. Impact on Transfer/Completion for Certificate Programs
All courses in this area are transferable courses.
4. Distinction Between GE and Programs (Gen Ed. is precedent) Transfer/CTE/Basic Skills
The courses that would be taught by this instructor do not satisfy GE requirements but are all
transferable to 4 year universities.
5. Number of Students Served
Enrollment Data on Census
2010/11
2011/12
2012/13
Academic Year
2013/14
Total # of
1,686
1,866
1,813
1,513
students served
Source: Institutional Research Office, Program Review Data Fall 2014
6. Student Need (professional services needed to help student success i.e. counselor)
The students served by this division will require the same academic, career and personal counseling
services as all other Taft College students.
7. Number of Other Faculty Remaining in Division
Currently there are 2 full time faculty members and 1 partial load faculty. The rest of the courses are
taught by adjunct faculty.
8. Linked to Program Review and Planning
The need for this position was been requested in the 2010/2011 Program Review for the division and
will continue to be requested until filled.
9. Fits Mission of the College – CTE and Transfer, community needs, student needs.
This position absolutely fits the mission of the college and our commitment to student learning in
Transfer degree programs.
10. Campus/Faculty Resources
With the exception of the cost of the faculty position, there should be little additional cost to the district.
When funding is available, this position could use a student worker and possibly some travel and
conference funds.
11. How Many Students in Each Major:
Declared Majors
2010/2011
2011/2012
2012/2013
2013/2014
Physical Education
56
41
46
46
Source: Institutional Research Office, Program Review Data Fall 2013
12. Length of Time Position has been Vacant
This is a request for a new position.
13. Financial Costs of Instructors
This should be similar for all of the positions being requested.
Request for Faculty Position: Industrial Health & Safety Instructor
Applied Technologies Division
Submitted by Kanoe Bandy, Division Chair
Fall 2014
(This position was presented last Fall 2013 and was ranked third after CJA and Physical Science faculty positions)
1. Background
•
The Industrial Health & Safety program was approved in 2005 with an associate in science
degree and one certificate option.
•
To meet the needs of industry, the associate degree was revised with three certificate options.
These changes were approved by the Chancellor’s Office 2012/2013.
•
Up until 2011, Industrial Health & Safety classes were primarily offered through the Westec
site.
•
Taft College started offering courses in the summer of 2011 (in part because two industrial
health & safety classes were required as part of the Energy Technology program).
•
Prior to 2011, students interested in this major were basically referred to Westec for class
selection and options.
•
To a certain level, this is a new program.
2. Immediate Impact
Currently, there is not a full-time faculty in this major. All of the classes taught at Taft College
are currently being taught by adjunct instructors. A full-time instructor will:
a. Provide consistency and stability to this program with onsite subject matter expertise.
b. Advance the work needed for program review and specifically student learning outcomes
(SLO). Currently, minimal work is done in this area. Some of the work is being done by
adjunct instructors.
c. Demonstrate commitment from Taft College to support education in training in safety for
surrounding industries especially the oil & gas sector.
d. Work to advance quality and structure in the curriculum to ensure it consistently meets the
needs of industry, students, and community.
e. Assist to bring students taking courses at the Westec site to transition into the main associate
and/or certificate program options.
f. Work closely with Westec site to address areas mentioned above from a Taft College faculty
perspective.
1
3. Impact on Major Requirements
The major covered by this instructor position is: Industrial Health & Safety (Associate in
Science Degree and three certificate options). Additional impact is the Energy Technology
program as this program has a certificate with a concentration in safety.
4. Impact on Transfer/Completion for Certificate Programs
The courses in this area are part of a degree and/or certificate program. This degree does not
prepare a student to transfer; however, certain courses are transferrable and can be used for a
bachelor’s degree in this major.
5. Distinction Between GE and Programs (Gen Ed. is precedent) Transfer/CTE/Basic Skills
At present, none of the courses are part of Gen Ed requirements. At some point, it will be great to
review if any of the classes in this program can be part of Gen Ed.
6. Number of Students Served
Course
IES 1050
IES 1052
IES 1054
IES 1057
IES 1058
IES 1059
IES 1061
IES 1062
IES 1116
IES 1500
Enrollment and Section Data on Census
Number of Sections
Enrollment
Summer 2011 – Fall 2013
Numbers
3
70
1
25
1
27
1
18
2
40
1
9
7
126
2
22
1
17
1
32
Source: Taft College. Retrieved October 29, 2013, from IBM Cognos database.
Numbers based on course enrollment and not at census date
7. Student Need (professional services needed to help student success i.e. counselor)
The students served by this division will require the same academic, career and personal
counseling services as all other Taft College students. This position may help to fill the gap
between instruction and industry which is a vital component in tying education to employment.
8. Number of Other Faculty Remaining in Division
No other faculty in this area within the division. Courses offered at Taft College are being taught
by adjunct faculty members.
2
9. Linked to Program Review and Planning
The need for this position has already been requested in the 2012-2013 and 2013-2014 Program
Reviews for the division and will continue to be requested until filled.
10. Fits Mission of the College – CTE and Transfer, community needs, student needs.
This position absolutely fits the mission of the college and our commitment to student learning in
Transfer and Career and Technical Education programs. The degree and certificate programs
were listed earlier.
11. Campus/Faculty Resources
With the exception of the cost of the faculty position, there should be little additional cost to the
district. When funding is available, this position could use a student worker and possibly some
travel and conference funds.
12. How Many Students in Each Major:
Declared majors in this field:
• Associate in Industrial Health and Safety, 264
• Industrial Health and Safety Certificate, 95
Further, these numbers can grow if there are more directed efforts to guide students taking
classes at Westec to the associate in science degree and certificate options.
o Westec approximately served 22,723 participants (duplicated number) between
Fall 2010 and Fall 2013 in Taft College courses. (Source: Taft College. Retrieved
October 29, 2013, from IBM Cognos database)
13. Length of Time Position has been Vacant
This is a request for a new position. All of the courses offered in this area are being taught by
adjunct faculty members.
14. Financial Costs of Instructors
This should be similar for all of the positions being requested.
15. Future
•
An investment in a full-time instructor for this program is an investment for the future.
While status quo will entail doing the same as we currently do to maintain present levels,
it does not yield looking ahead to the future of Taft College.
•
There is potential in this field. Taft College could be part of such field especially given
our local industry and business configuration in Kern County.
3
•
This program if further developed, can be a feeder program to the Environmental
Research Management and Applied Studies programs at CSUB.
•
Furthermore, there is not an Industrial Health & Safety program at any community
college in a 100 mile radius of Taft College.
•
This program serves as a partner to the growing energy technology major.
•
As the dialogue in community college shifts to program completion, having a full-time
faculty member in this field will help to ensure Taft College takes effort to address course
success, program success, program completion, and career readiness.
•
Strengthen and align efforts more with Westec operations.
4
16. Occupational Outlook
Occupations
Code
Description
29-9011
Occupational Health and Safety Specialists
29-9012
Occupational Health and Safety Technicians
47-1011
First-Line Supervisors of Construction Trades and Extraction Workers
47-5012
Rotary Drill Operators, Oil and Gas
47-5021
Earth Drillers, Except Oil and Gas
51-1011
First-Line Supervisors of Production and Operating Workers
Regions
Code
Description
6029
Kern County, CA
Timeframe
2014 - 2019
Datarun
2014.3 – QCEW Employees, Non-QCEW Employees, Self-Employed, and Extended Proprietors
5
Occupation Headline
5,015
12.7%
$28.42/hr
Jobs (2014)
% Change (2014-2019)
Median Earnings
49% above National average
Nation: 1.9%
Nation: $24.60/hr
Growth
5,015
5,651
636
12.7%
2014 Jobs
2019 Jobs
Change (2014-2019)
% Change (2014-2019)
Occupation
2014 Jobs
2019 Jobs
Change
% Change
Earth Drillers, Except Oil
and Gas (47-5021)
295
360
65
22%
First-Line Supervisors of
Production and Operating
Workers (51-1011)
883
985
102
12%
Occupational Health and
Safety Specialists (299011)
517
558
41
8%
First-Line Supervisors of
Construction Trades and
Extraction Workers (471011)
2,631
2,974
343
13%
Occupational Health and
Safety Technicians (299012)
38
47
9
24%
651
727
76
12%
Rotary Drill Operators,
Oil and Gas (47-5012)
6
Percentile Earnings
$22.98/hr
$28.42/hr
$35.73/hr
25th Percentile Earnings
Median Earnings
75th Percentile Earnings
25th Percentile
Earnings
Median Earnings
75th Percentile
Earnings
Earth Drillers, Except Oil and
Gas (47-5021)
$24.47
$29.15
$40.25
First-Line Supervisors of
Production and Operating
Workers (51-1011)
$19.93
$27.31
$35.57
Occupational Health and
Safety Specialists (29-9011)
$26.95
$32.68
$41.36
First-Line Supervisors of
Construction Trades and
Extraction Workers (47-1011)
$21.08
$26.64
$34.19
Occupational Health and
Safety Technicians (29-9012)
$21.72
$25.68
$29.91
Rotary Drill Operators, Oil and
Gas (47-5012)
$30.48
$33.14
$35.80
Occupation
7
Regional Trends
Region
2014 Jobs
2019 Jobs
% Change
●
Region
5,015
5,651
12.7%
●
State
141,967
143,834
1.3%
●
Nation
1,542,585
1,572,556
1.9%
Postings vs. Hires
76
328
Avg. Monthly Postings (Jan 2014 - Feb 2015)
Avg. Monthly Hires (Jan 2014 - Feb 2015)
Avg Monthly Postings
(Jan 2014 - Feb 2015)
Avg Monthly Hires
(Jan 2014 - Feb 2015)
First-Line Supervisors of
Production and Operating
Workers
46
56
Occupational Health and Safety
Specialists
13
26
First-Line Supervisors of
Construction Trades and
Extraction Workers
12
198
3
26
Occupation
Rotary Drill Operators, Oil and
8
Avg Monthly Postings
(Jan 2014 - Feb 2015)
Avg Monthly Hires
(Jan 2014 - Feb 2015)
Occupational Health and Safety
Technicians
1
3
Earth Drillers, Except Oil and
Gas
0
20
Occupation
Gas
Occupation Gender Breakdown
Gender
●
Male
●
Female
2014 Jobs 2014 Percent
4,432
88.4%
583
11.6%
9
Occupation Age Breakdown
Age Group
2014 Jobs 2014 Percent
●
14-18
11
0.2%
●
19-24
329
6.6%
●
25-34
1,287
25.7%
●
35-44
1,269
25.3%
●
45-54
1,292
25.8%
●
55-64
697
13.9%
●
65+
130
2.6%
Industries Employing these Occupations
Industry
% of
Occupation
Occupation
Group Jobs
Group in
in Industry
Industry
(2014)
(2014)
% of Total
Jobs in
Industry
(2014)
Support Activities for Oil and Gas Operations
770
15.4%
11.9%
Oil and Gas Pipeline and Related Structures Construction
653
13.0%
12.0%
Crude Petroleum and Natural Gas Extraction
452
9.0%
9.6%
Drilling Oil and Gas Wells
216
4.3%
11.9%
Commercial and Institutional Building Construction
213
4.2%
13.4%
10
Source:
Economic Modeling Specialists International | www.economicmodeling.com
Occupation Data
EMSI occupation employment data are based on final EMSI industry data and final EMSI staffing patterns. Wage estimates
are based on Occupational Employment Statistics (QCEW and Non-QCEW Employees classes of worker) and the
American Community Survey (Self-Employed and Extended Proprietors). Occupational wage estimates also affected by
county-level EMSI earnings by industry.
State Data Sources
This report uses state data from the following agencies: California Labor Market Information Department
Institution Data
The institution data in this report is taken directly from the national IPEDS database published by the U.S. Department of
Education's National Center for Education Statistics.
Completers Data
The completers data in this report is taken directly from the national IPEDS database published by the U.S. Department of
Education's National Center for Education Statistics.
Staffing Patterns Data
The staffing pattern data in this report are compiled from several sources using a specialized process. For QCEW and NonQCEW Employees classes of worker, sources include Occupational Employment Statistics, the National IndustryOccupation Employment Matrix, and the American Community Survey. For the Self-Employed and Extended Proprietors
classes of worker, the primary source is the American Community Survey, with a small amount of information from
Occupational Employment Statistics.
Industry Data
EMSI industry data have various sources depending on the class of worker. (1) For QCEW Employees, EMSI primarily
uses the QCEW (Quarterly Census of Employment and Wages), with supplemental estimates from County Business
Patterns and Current Employment Statistics. (2) Non-QCEW employees data are based on a number of sources including
QCEW, Current Employment Statistics, County Business Patterns, BEA State and Local Personal Income reports, the
National Industry-Occupation Employment Matrix (NIOEM), the American Community Survey, and Railroad Retirement
Board statistics. (3) Self-Employed and Extended Proprietor classes of worker data are primarily based on the American
Community Survey, Nonemployer Statistics, and BEA State and Local Personal Income Reports. Projections for QCEW
and Non-QCEW Employees are informed by NIOEM and long-term industry projections published by individual states.
Request for Faculty Position: Energy Technology Instructor
Applied Technologies Division
Submitted by Kanoe Bandy, Division Chair
Fall 2014
1. Background
•
The Energy Technology began in the Fall 2010 with an associate in science degree and one
certificate option.
•
To meet the needs of industry, the associate degree was revised with five certificate options.
These changes were approved by the Chancellor’s Office 2012/2013.
•
In 2009-2010, Taft College hired a full-time instructor that was split between business &
energy. However, the instructor left Taft College after one year and the position was never
filled.
•
In 2013 another full-time instructor was hired. The duties were split between engineering
and energy. However, with the approval of the engineering program, this full-time faculty is
now primarily dedicated to moving the engineering program forward along with
administrative responsibilities of a US Department of Education grant with Taft College.
2. Immediate Impact
Currently, there is not a full-time dedicated faculty in this major. All of the core classes are
currently being taught by adjunct instructors. There is a significant need for a full-time faculty in
energy technology to elevate and move this program forward. A full-time instructor will:
a. Provide consistency and stability to this program with onsite subject matter expertise.
b. Advance the work needed for program review and specifically student learning outcomes
(SLO). Currently, minimal work is done in this area. Some of the work is being done by
adjunct instructors.
c. Demonstrate commitment from Taft College to support education in training in energy for
surrounding industries specifically the oil & gas sector.
d. Work to advance quality and structure in the curriculum to ensure it consistently meets the
needs of industry, students, and community.
e. Work with subject-matter experts in the energy field and industry to ensure Taft College is
adequately preparing students for the workforce.
1
3. Impact on Major Requirements
The major covered by this instructor position is: Energy Technology (Associate in Science
Degree and five certificate options building towards the degree). Additional impact is the
Industrial Health & Safety & Petroleum Well-Control programs as there are cross-over in these
fields in industry.
Declared majors in this field:
• Associate in Science Degree, 220
• Energy Tech Petroleum Engineering/Geological Tech Certificate, 31
• Energy Tech Industrial Health & Safety Tech Certificate, 12
• Energy Tech Field Tech Certificate, 27
These numbers can grow if there are more directed efforts to guide students taking classes to the
associate in science degree and certificate options.
4. Impact on Transfer/Completion for Certificate Programs
The courses in this area are part of a certificate and/or degree program. This degree does not
prepare a student to transfer; however, certain courses are transferrable and can be used for a
bachelor’s degree in this major.
5. Distinction Between GE and Programs (Gen Ed. is precedent) Transfer/CTE/Basic Skills
At present, none of the courses are part of Gen Ed requirements.
6. Number of Students Served
See attachment.
7. Student Need (professional services needed to help student success i.e. counselor)
The students served by this division will require the same academic, career and personal
counseling services as all other Taft College students. This position may help to fill the gap
between instruction and industry which is a vital component in tying education to employment.
8. Number of Other Faculty Remaining in Division
No other full-time faculty in this area within the division. Courses offered at Taft College are
being taught by adjunct faculty members.
9. Linked to Program Review and Planning
The need for this position has already been requested in the 2013-2014 Program Review for the
division and will continue to be requested until filled.
2
10. Fits Mission of the College – CTE and Transfer, community needs, student needs.
This position absolutely fits the mission of the college and our commitment to student learning in
Transfer and Career and Technical Education programs. The degree and certificate programs
were listed earlier.
11. Campus/Faculty Resources
With the exception of the cost of the faculty position, there should be little additional cost to the
district. When funding is available, this position could use a student worker and possibly some
travel and conference funds.
12. Length of Time Position has been Vacant
This is a request for a new position. All of the courses offered in this area are being taught by
adjunct faculty members.
13. Financial Costs of Instructors
This should be similar for all of the positions being requested.
14. Future
•
An investment in a full-time instructor for this program is an investment for the future.
While status quo will entail doing the same as we currently do to maintain present levels,
it does not yield looking ahead to the future of Taft College.
•
There is potential in this field. Taft College could be part of such field especially given
our local industry and business configuration in Kern County.
•
This program if further developed, can be a feeder program to the Environmental
Research Management and Applied Studies programs at CSUB.
•
Furthermore, there is not an Energy Technology program at any community college in a
100 mile radius of Taft College.
•
This program serves as a partner to the growing Industrial Health & Safety major.
•
As the dialogue in community college shifts to program completion, having a full-time
faculty member in this field will help to ensure Taft College takes effort to address course
success, program success, program completion, and career readiness.
•
Strengthen and align efforts with business and industry in the community.
3
15. Occupational Outlook
Occupation Headline
3,315
8.2%
$30.65/hr
Jobs (2014)
% Change (2014-2019)
Median Earnings
50% above National average
Nation: 0.7%
Nation: $26.61/hr
Occupations
Code
Description
17-3025
Environmental Engineering Technicians
17-3026
Industrial Engineering Technicians
17-3027
Mechanical Engineering Technicians
17-3029
Engineering Technicians, Except Drafters, All Other
19-4041
Geological and Petroleum Technicians
29-9011
Occupational Health and Safety Specialists
29-9012
Occupational Health and Safety Technicians
51-1011
First-Line Supervisors of Production and Operating Workers
51-8013
Power Plant Operators
51-8093
Petroleum Pump System Operators, Refinery Operators, and Gaugers
Regions
Code
Description
6029
Kern County, CA
Timeframe
2014 - 2019
4
Growth
3,315
3,586
271
8.2%
2014 Jobs
2019 Jobs
Change (2014-2019)
% Change (2014-2019)
Occupation
2014 Jobs
2019 Jobs
Change
% Change
57
64
7
12%
First-Line Supervisors of
Production and Operating
Workers (51-1011)
883
985
102
12%
Mechanical Engineering
Technicians (17-3027)
135
154
19
14%
Occupational Health and
Safety Specialists (29-9011)
517
558
41
8%
Geological and Petroleum
Technicians (19-4041)
310
340
30
10%
Occupational Health and
Safety Technicians (299012)
38
47
9
24%
Environmental Engineering
Technicians (17-3025)
50
60
10
20%
Engineering Technicians,
Except Drafters, All Other
(17-3029)
541
562
21
4%
Power Plant Operators (518013)
293
278
-15
-5%
Petroleum Pump System
Operators, Refinery
Operators, and Gaugers
(51-8093)
490
538
48
10%
Industrial Engineering
Technicians (17-3026)
5
Percentile Earnings
$24.01/hr
$30.65/hr
$38.41/hr
25th Percentile Earnings
Median Earnings
75th Percentile Earnings
25th Percentile
Earnings
Median Earnings
75th Percentile
Earnings
Industrial Engineering
Technicians (17-3026)
$22.84
$28.22
$34.94
First-Line Supervisors of
Production and Operating
Workers (51-1011)
$19.93
$27.31
$35.57
Mechanical Engineering
Technicians (17-3027)
$19.69
$24.39
$32.31
Occupational Health and Safety
Specialists (29-9011)
$26.95
$32.68
$41.36
Geological and Petroleum
Technicians (19-4041)
$20.80
$27.74
$35.17
Occupational Health and Safety
Technicians (29-9012)
$21.72
$25.68
$29.91
Environmental Engineering
Technicians (17-3025)
$16.56
$18.18
$22.46
Engineering Technicians, Except
Drafters, All Other (17-3029)
$30.29
$36.38
$42.83
Power Plant Operators (51-8013)
$24.75
$36.08
$48.22
Petroleum Pump System
Operators, Refinery Operators,
and Gaugers (51-8093)
$24.91
$29.98
$35.42
Occupation
Economic Modeling Specialists International | www.economicmodeling.com
6
Regional Trends
Region
2014 Jobs
2019 Jobs
% Change
●
Region
3,315
3,586
8.2%
●
State
99,458
100,194
0.7%
●
Nation
1,013,241
1,020,193
0.7%
Economic Modeling Specialists International | www.economicmodeling.com
7
Postings vs. Hires
90
146
Avg. Monthly Postings (Jan 2014 - Feb 2015)
Avg. Monthly Hires (Jan 2014 - Feb 2015)
Avg Monthly Postings
(Jan 2014 - Feb 2015)
Avg Monthly Hires
(Jan 2014 - Feb 2015)
First-Line Supervisors of Production
and Operating Workers
46
56
Industrial Engineering Technicians
15
2
Occupational Health and Safety
Specialists
13
26
Geological and Petroleum
Technicians
8
11
Mechanical Engineering
Technicians
2
6
Environmental Engineering
Technicians
2
3
Occupational Health and Safety
Technicians
1
3
Power Plant Operators
1
6
Engineering Technicians, Except
Drafters, All Other
1
21
Petroleum Pump System Operators,
Refinery Operators, and Gaugers
0
13
Occupation
Economic Modeling Specialists International | www.economicmodeling.com
8
Occupation Gender Breakdown
Gender
●
Male
●
Female
2014 Jobs
2014 Percent
2,511
75.7%
804
24.3%
Economic Modeling Specialists International | www.economicmodeling.com
9
Source:
Economic Modeling Specialists International | www.economicmodeling.com
Occupation Data
EMSI occupation employment data are based on final EMSI industry data and final EMSI staffing patterns. Wage estimates
are based on Occupational Employment Statistics (QCEW and Non-QCEW Employees classes of worker) and the
American Community Survey (Self-Employed and Extended Proprietors). Occupational wage estimates also affected by
county-level EMSI earnings by industry.
State Data Sources
This report uses state data from the following agencies: California Labor Market Information Department
Institution Data
The institution data in this report is taken directly from the national IPEDS database published by the U.S. Department of
Education's National Center for Education Statistics.
Completers Data
The completers data in this report is taken directly from the national IPEDS database published by the U.S. Department of
Education's National Center for Education Statistics.
Staffing Patterns Data
The staffing pattern data in this report are compiled from several sources using a specialized process. For QCEW and NonQCEW Employees classes of worker, sources include Occupational Employment Statistics, the National IndustryOccupation Employment Matrix, and the American Community Survey. For the Self-Employed and Extended Proprietors
classes of worker, the primary source is the American Community Survey, with a small amount of information from
Occupational Employment Statistics.
Industry Data
EMSI industry data have various sources depending on the class of worker. (1) For QCEW Employees, EMSI primarily
uses the QCEW (Quarterly Census of Employment and Wages), with supplemental estimates from County Business
Patterns and Current Employment Statistics. (2) Non-QCEW employees data are based on a number of sources including
QCEW, Current Employment Statistics, County Business Patterns, BEA State and Local Personal Income reports, the
National Industry-Occupation Employment Matrix (NIOEM), the American Community Survey, and Railroad Retirement
Board statistics. (3) Self-Employed and Extended Proprietor classes of worker data are primarily based on the American
Community Survey, Nonemployer Statistics, and BEA State and Local Personal Income Reports. Projections for QCEW
and Non-QCEW Employees are informed by NIOEM and long-term industry projections published by individual states.
Request for Faculty Position: English Professor
Liberal Arts Division: English/ESL
Submitted by Kamala Carlson, Co-Division Chair
Fall 2014
1. Immediate Impact on Existing Programs:
English courses have an immediate impact on every student whose goal is to graduate with
an AA degree. Therefore, every matriculating Taft College student, depending on placement
scores, must complete, at the minimum, one English course, 1500, and in some cases, four
or more English courses to graduate with an AA degree. Providing enough sections of
English, at all levels, compounds the need for a full-time English professor.
Although a full-time English instructor was hired in the 2013-2014 academic year, this has by
no means fully addressed students’ needs for a number of reasons:
1). most course offerings that were trimmed from the schedule have returned;
2). three new creative writing courses have been created and offered to serve students
affected by the state mandate that creative writing can no longer be repeatable;
3). the state also mandated that for 1600 to articulate with the C-ID descriptor it had to
become 4 units instead of 3 units;
4). five new literature courses have been developed and offered to satisfy components of the
transfer model curriculum for the recently approved AA-T in English; and
5). literature course offerings, per semester, have expanded.
These factors illustrate the continued need for a full-time English faculty for the 2015-2016
academic year.
As the fall 2014 chart below indicates, a total of 99 units are taught by full-time faculty; of
those full-time professors, one and one half English classes is taught by the full-time
Reading instructor and another English course is taught by the full-time ESL instructor
while 58 units are taught by 11 adjuncts. This is an increase of 11 units taught by adjuncts
from fall 2013. Consequently, four new English adjuncts were hired for fall 2014.
Instructor Hours for Fall 2014
Units-Other
17.0-Reading
Units-English
5.5 (1.0 lab)
16.0
17.0
27.0 (12 are concurrent)
14.0 (1.0 lab)
16.5 (1.0 lab)
3.0
58.00 Adjunct Units
Total Units: 157.0 (3.0 lab)
Instructor
K. Carlson
C. Chung-Wee
W. Devine
G. Dyer
3.00-Philosophy
J. Grimes
D. Harris
8.0 (5.3 hrs. lab) ESL
K. Kulzer
11 Adjuncts
64% Full-Time Faculty/36% Adjunct
1
The spring 2014 chart illustrates 5 full-time English and 1 full-time Reading faculty teaching
95 units of English and 7 adjuncts teaching 30 units.
Instructor Hours for Spring 2014
Units-English
Units-Other
Instructor
4.0 (1.0 lab)
10.0-Reading
K. Carlson
16.0
C. Chung-Wee
18.0
W. Devine
29.0 (12 are concurrent)
G. Dyer
11.0 (3.0 lab)
J. Grimes
17.0 (1.0 lab)
D. Harris
30.00 Adjunct Units
7 Adjuncts
Total Units: 125.0 (4.0 lab)
76% Full-Time Faculty/24% Adjunct
Another aspect to consider is the challenge of teaching an overload in English. Grading each
outline, rough draft, and final draft for each essay requires approximately 15 to 25 minutes.
This is a fair estimate regardless of whether it is a basic skills or transfer level English course.
Pre-collegiate papers have a multitude of grammar, mechanics, structure, and content errors;
while the collegiate essay may have fewer mistakes, they are voluminous. Due to the
extended time spent outside of the class and the dedication of each faculty to meet the needs
of his/her students, committing to an overload is not an option that English faculty can
feasibly commit to semester after semester.
Furthermore, an overwhelming majority of TC’s students place into one of the Basic Skills
English courses. The chart below for the academic year 2013-2014 exemplifies a typical year.
Only 7% of the students placed directly into a transfer level English course: English 1500
while 93% of the students placed into a basic skills course. Certainly, the single greatest
course needed for students is in English 1000. It should be noted that there was a 3%
increase of students who placed into a basic skills course in 2012-2013 and another 3% this
academic year. In other words, within the last two academic years the need for basic skills
courses has increased by 6%.
English Placement (N=576)
English 1500
7%
English 0800
9%
English 0900
14%
English 1000
70%
2
Moreover, in the fall of 2014, 22 sections of Basic Skills English courses were offered; 17 of
which were English 1000. Those 17 courses were taught by 12 different instructors: 4 fulltime English instructors, 1 full-time ESL instructor, 1 full-time Reading instructor and 6
adjuncts.
The following charts specify the number of FTES generated by English. Several years ago,
summer courses were slashed due to budget constraints, creating a smaller number of FTES
in the summer than in the past. Still, it should be noted that English is one of the top 3
generators of FTES campus wide.
2009-2010
235.78
Summer 11
25.16
Fall 11
129.90
English FTES totals per Academic Year
2010-2011
2011-2012
2012-2013
2013-2014
232.43
256.85
257.68
252.50
English FTES totals per Semester
Spring 12 Summer 12 Fall 12 Spring 13
101.79
21.85
131.36
104.47
Summer 13
28.63
Fall 13 Spring 14
129.70
94.17
Therefore, the need to hire a full-time English faculty is vital, for the immediate impact on
students is critical. Even with the hire of a full-time faculty, an average of 36 units would still
need to be distributed among English adjuncts, per semester.
2. Impact on Major Requirements:
In the recent past, students desiring to major in English at Taft College were stymied. First,
the literature courses needed to earn a degree in English were unavailable—they needed to
be developed. With the limited number of English instructors, it has been very difficult to
develop new courses. Coupled with this issue, many of the English faculty were relatively
new and needed to focus their energies on the fundamental English courses they had been
hired to teach. However, in the last four years, a plethora of literature courses have been and
are still in the process of being developed. Within the three years, two literature courses are
offered each semester. A second problem occurs now that two literature courses are offered.
Faculty who have taught other English courses now frequently teach literature, which
typically places them at an overload. However, offering two literature courses is vital to
accelerate the pace at which students can graduate as an English major. Moreover, the
offering of two literature courses is of utmost importance in order to encourage interested
students in majoring in English since it is now feasible to graduate with an AA in English in
a timely fashion.
Perhaps more important than the impact English courses have on those who wish to major
in English is the impact English has on the matriculating student who needs English courses
to graduate with an AA degree.
3
3. Impact on Transfer/Completion for Certificate Programs
A direct impact leading to transfer and completion makes it essential to ensure students of
the consistency and frequency of English courses offered in the appropriate mode of
instruction to matriculate.
The first chart below shows the number of students on the waitlist as of the first day of class
for fall 2014. The second chart indicates the number of students who were added by fulltime faculty only. It must be noted that many faculty do not opt to exceed enrollment limits.
These charts demonstrate the need for one or two more sections in order to meet the
demand for English courses.
English Waitlists: Fall 2014
English
English
English
900
1000
1500
3
18
2
Students Added from the English Waitlists
English
English
English
English
900
1000
1500
1600
3
15
16
10
4. Distinction Between GE and Programs (Gen Ed. is precedent) Transfer/CTE/Basic
Skills
English courses are needed to meet GE requirements as well as transfer and basic skills
students.
4
5. Number of Students Served
As exemplified in the chart below, approximately 965 students are served each semester.
Enrollment on Census
Course
ENGL
800 OC
ENGL
900 OC
ENGL
1000 DF
ENGL
1000 DN
ENGL
1000 OC
ENGL
1500 DF
ENGL
1500 DN
ENGL
1500 OC
ENGL
1600 DF
ENGL
1600 DN
ENGL
1600 OC
ENGL
1700 OC
ENGL
2200 DN
ENGL
2300 DN
ENGL
2400 DN
ENGL
2400 OC
ENGL
2600 DN
ENGL
2600 OC
Total
Spring
09
Fall
09
Spring
10
Fall
10
Spring
11
Fall
11
Spring
12
Fall
12
Spring
13
Fall
13
22
29
12
27
23
23
24
24
21
27
14
22.4
57
93
69
115
83
87
78
80
68
75
61
78.7
37
32
21
29
25
27
NA
26
NA
NA
NA
28.1
61
64
53
58
59
86
60
84
80
93
83
71.0
157
300
163
318
180
356
152
357
138
340
140
236.5
30
35
29
29
28
25
25
25
26
NA
24
27.6
90
121
87
115
88
138
112
139
107
146
115
114.4
169
215
168
199
188
235
200
202
199
234
197
200.5
19
27
27
29
32
NA
29
NA
28
NA
25
27.0
30
65
29
56
30
88
59
85
58
68
61
57.2
74
63
113
58
108
48
118
67
120
76
131
88.7
14
25
20
31
26
26
25
28
25
18
7
22.3
NA
NA
8
NA
25
NA
NA
NA
15
NA
NA
16.0
NA
NA
NA
NA
NA
NA
18
NA
NA
NA
NA
18.0
NA
NA
NA
NA
NA
20
NA
NA
NA
NA
NA
20.0
NA
10
NA
8
NA
NA
NA
NA
7
NA
NA
8.3
NA
NA
NA
NA
NA
NA
NA
13
NA
NA
NA
13.0
NA
NA
NA
NA
NA
NA
NA
NA
NA
4
NA
4.0
760
1,079
799
1,072
895
1,159
900
1,130
892
1,081
858
Spring
Mean
14
6. Student Need (professional services needed to help student success i.e. counselor)
The students served by this division will require the same academic, career, and personal
counseling services as all other Taft College students. Almost every semester, counseling
requests that more English courses be added to the schedule; therefore, the hiring of a new
English faculty should help to address this need. Moreover, enrollment has increased at Taft
College and additional growth is likely.
5
7. Number of Other Faculty Remaining in Division
There are 5 full-time English faculty and 1 full-time faculty whose primary load is taught in
reading with a small portion allotted to English.
8. Linked to Program Review and Planning
Since 2010, the English position has been continually requested in Program Reviews. Thanks
to faculty realizing the intense need of a full-time English professor, that goal was fulfilled
fall 2013. The expected outcome of that goal as stated in the Annual Program Review is to
“[i]mprove student success by decreasing faculty overload, improving ratio of full-time to
part-time faculty, and meeting the demand for weekly student contact hours. This should
increase student retention, and the rates at which students obtain degrees and transfer status.
Students should also have more opportunity for gateway classes.” This goal is the English
faculty’s first priority and remains of utmost importance. Consequently, in order to continue
to serve students better and increase continuity across courses, there is still a great need to
hire another full-time English faculty.
Furthermore, the “Program Summary” section in the Annual Program Review stipulates that
“[t]he English program develops students with the analytical and critical thinking skills to be
successful if they transfer or go into the workplace. It provides important academic skills and
awareness of our multicultural and ethnically diverse society. It imparts communication skills
that include speech, writing, research, and critical thinking.” The hiring of a new English
faculty would potentially allow more course offerings, reduce overloads, and ultimately
prepare students for the intense writing, research, and critical thinking required in collegiate
level courses.
9. Fits Mission of the College – CTE and Transfer, community needs, student needs.
Mission Statement: “Taft College is committed to student learning in transfer and career and
technical education programs supported by pre-collegiate basic skills and a wide range of
student services. All programs and services are focused on the educational needs of a
community of learners.”
Annual Program Review’s “Program Mission Statement”: “The English major develops
communication skills and mastery of the English language; aesthetic awareness and critical
thinking skills that enable students to appreciate and evaluate texts across disciplines;
analytical skills to decipher cultural codes and value systems; an appreciation of our
multicultural inheritance and identity; an awareness of ethnic diversity; and ethical research
practices. The purpose of the English major is to develop citizens with an awareness of their
own humanity and the importance of reflection on, analysis of, and empathy for the human
condition.”
The achievement of students across disciplines relies on well-developed English skills;
therefore, English courses are vital to the success of all students at Taft College since
English indisputably aligns with the college’s mission statement and the Annual Program
Review’s mission statement.
6
10. Campus/Faculty Resources
With the exception of the cost of the faculty position, there should be little additional cost to
the District.
11. How Many Students in Each Major:
As noted before, the focus must be directed primarily on the number of students who need
to take English courses rather than the number of students who declare English as their
major, although hiring an English instructor would expand the likelihood of students
declaring themselves English majors because of the increase and flexibility of course
offerings.
Declared Majors
2009/2010
2010/2011
2011/2012
2013/2014
Mean
English
36
50
73
72
57.75
12. Length of Time Position has been Vacant
The English faculty are extremely grateful that our colleagues and administrators also saw,
two years ago, the need to hire a full-time English faculty. Again, a full-time position is
requested due to an increase in sections, new state mandates, new literature courses, and the
implementation of the English AA-T degree and an increase in students at Taft College.
13. Financial Costs of Instructors
This should be similar for all of the positions being requested.
7
Taft College
Academic Senate
Faculty Criteria Ranking Sheet
October 6, 2014
Please list your rankings of the seven (7) faculty positions that are under consideration. List your top priority #1; your last
priority #7. We will use a model that is similar to our academic grading scale to arrive at a total number. The position with
the highest number of points will be #1, and so on down the line. In the event of a tie vote, we will do an electronic vote of
the positions that were tied. YOU MAY PRINT THIS FORM, MARK YOUR BALLOTS, AND TURN IN TO THE ENVELOPE THAT I
WILL PUT IN MY MAILBOX, OR YOU MAY SCAN IT AND EMAIL IT TO ME AND I WILL PRINT IT.
IT MUST BE SIGNED BY THE FACULTY MEMBER TO BE VALID!
BALLOTS ARE DUE BY FRIDAY, OCTOBER 17TH @ 4:00PM
A #1 ranking is worth 7 points
A #2 ranking is worth 6 points, etc., down to a #7 ranking being worth 1 point.
RANKING
POSITIONS BEING REQUESTED
1.____________________________________
DIVISION
POSITION
2.____________________________________
Applied Technology
Industrial Health &
Safety, Energy
Technology
3.____________________________________
Learning Support
Librarian
4.____________________________________
Liberal Arts
English
Studio Arts
5.____________________________________
Math/Science
Kinesiology
6.____________________________________
Social Sciences
Sociology
7.____________________________________
Faculty member (PRINT)___________________________________________
Faculty member (SIGNATURE)_______________________________________
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