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 Placeholder Slide: there is no subliminal advertising here; it is completely liminal. coitus orgy intercourse nude nookie VOTE knowing lust making the best with two backs fornicate FOR ménage sex doing it bow chica bow wow whoopee ART multiple orgasm lovemaking mating copulating having relations bonking 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 • • • • • • • • • • • • • • • • • • • • • • • • • • • 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 • • • • • • • • • • • • • • • • • • • • • • • • • • • 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 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 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 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 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) Placeholder Slide: there is no subliminal advertising here; it is completely liminal. coitus orgy intercourse nude nookie VOTE knowing lust making the best with two backs fornicate FOR ménage sex doing it bow chica bow wow whoopee ART multiple orgasm lovemaking mating copulating having relations bonking 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)_______________________________________