Request for Tenure Track Faculty
Program: Counseling (Eureka)
Initiator(s): Keith Snow-Flamer
1. Program(s) Supported by the Discipline: All Disciplines
2. Job Description. Separate requests are required for each position sought. Please indicate
if this request is site specific and the location(s).
Under the direction of the Assistant Director of Student Success, provides educational,
athletic, career and guidance counseling to students in all educational programs. This
position may include a combination of day or evening assignments.
Duties and Responsibilities
Provide academic, career, and personal counseling to students on an individual basis
including but not limited to athletes, veterans, foster youth, and international students;
Provide group counseling for the accomplishment of specific objectives;
Assist in the planning and implementation of registration;
Provide guidance in immediate and long range program planning;
Provide an occupational information service for students;
Assist students with petitions for graduation;
Maintain communication with the various instructional areas, the administration and the
staff of the District;
Maintain communication with the high schools served by the District;
Develop creative, out of the box solutions to problems relevant to a rural community
college
Participate in an array of institutional responsibilities (i.e. shared governance,
institutional planning, assessment of student learning, program review and hiring
committees)
Meet faculty responsibilities as outlined in the faculty contract
Attend graduation ceremonies.
Fulfill flex obligation.
EDUCATION & EXPERIENCE:
Minimum Qualifications:
Master's in counseling, rehabilitation counseling, clinical psychology, counseling
psychology, guidance counseling, educational counseling, social work, or career
development, OR the equivalent. (Note: A license as a Marriage and Family Therapist
(MFT) is an alternative qualification for this discipline.)
Desirable Qualifications:
Experience in college level academic counseling or advising
Experience in college level career counseling
Experience with high-risk, under-prepared, and special-needs students
Experience with California community colleges (California Education Code and Title 5
Regulations)
Experience with participatory governance structures
Experience with accreditation expectations (ACCJC Eligibility Requirements and
Standards).
Abilities
Ability to:
Analyze problems, determine effective solutions, take independent action for successful
results
Prepare clear, concise and comprehensive written and oral reports
Effectively communicate in both oral and written forms
Establish and maintain effective work relationships
Maintain currency in technological developments in areas of responsibility
Work with designated computer programs and systems.
3. Please check ONE of the following categories: Faculty Replacement Position, Growth
Position or New Program/Discipline. Provide related information. (0-5 Points)
Faculty Replacement Position (check one)
Stable or growing discipline or program needs replacement for FT faculty who have left
within this academic year
X Stable or growing discipline or program needs replacement for FT faculty who have left
within 1-2 years
Stable discipline or program needs replacement for FT faculty who have left within threefour years
Stable discipline or program can justify replacement for FT faculty who have left within
five years or more
Outside accreditation is at risk without FT hire
The counseling department has three academic advisors and one counselor who serves as
articulation officer and transfer center director (replacing Allen Keppner). Mike Miller,
vacated his tenure track position two years ago.
Provide justification and documentation. Include when the position became vacant and
the incumbent to be replaced.
Growth Position (checkone)
Enrollment data over past two years indicate program is growing
X
Enrollment data over past two years indicate program is stable
Enrollment data over past two years indicate program is declining
Independent marketing or other data indicate growth potential
Provide justification and documentation.
New Program/Discipline Position
Program Initialization process complete
State curriculum approval complete
Program has grown significantly without FT faculty
Independent marketing data suggests viability of new program
Provide justification and documentation.
4. FT/PT Ratio: Indicate which statement/s are confirmed by the data: (0 -5 points)
Program has no full-time faculty
X
FT/PT ration below 50/50 percent
FT/PT ratio below 60/40 percent
FT/PT ratio below 75/25 percent
FT/PT ratio results in critical lack of effective oversight for associate faculty
Reliable pool of well-qualified associate faculty is unavailable
(In the case of non-teaching faculty positions, the criteria will be the deviation from norms
obtained from like institutions)
Provide justification and documentation.
5. Program/Student Outcomes (0 – 5 points)
Provide a narrative justifying need for full-time faculty in order to maintain and/or improve
program and student learning outcomes (one-page max), based on the following: (0 – 5 points)


Demonstrate a clear need for FT faculty in order to maintain program outcomes
Justification demonstrates a clear need for FT faculty in order to achieve student learning
outcomes
Narrative:
The strategic plan, education, annual plan, and enrollment management plan calls for the College
to: match student readiness with educational pathways, help students complete their desired
educational goals, improve support for students, and provide early intervention after first
semester for students with poor academic performance.
The Counseling, Athletics, Veterans, Residential Life, and Special Programs departments have a
shared student learning outcome that says that: As a result of an academic advising session and
collaborative development of a Student Educational Plan, students will demonstrate an
understanding of the components of a degree/certificate program necessary to reach their
educational goal.
Achieving the above planning goals, satisfy the learning outcome, improve our student
completion rates, and meet the state’s Student Success Initiative objectives will require
improvements in the programs and services we provide to students. In part, these improvements
can be accomplished through the use and reprioritization of existing resources. However, a fullscale implementation of the student success initiative in the 2013-14 year will require a greater
commitment from the College for essential educational priorities that contribute to student
success, which include, but are not necessarily limited to, increasing the number of faculty
counselors for the Eureka campus.
Currently, the Eureka campus has one district funded counselor and three advisors for a
headcount population of approximately 5,980.
Area
EKA District Funded
EKA EOPS/Special Programs
EKA DSPS
# of counselors (if
any)
# of students per
counselor
Ratio
1
5980
1:5980
1.95
600
1.5
1092
# of advisors (if
any)
# of students per
advisor
Ratio
3
5980
1:1993
1:308
1.3
600
1:461
1:728
0.75
1092
1:1456
Our student success program is investing more time and effort into simplifying our processes,
using technology to support advising work, and implementing the First Year Experience program
will help the college support student success and increase graduation rates. However, these
initiatives, while having many benefits for us, will not serve all students or fulfill all student
needs. It’s clear to us that an expanded student-friendly technology system will allow the most
self-directed students to complete education planning, orientation, and preparing for assessments.
However, many students will still need the face-to-face interactions provided by advisors and
counselors. By shifting the lower-need, self-directing students to online tools, we will be able to
free up advisors and counselors to focus their face-to-face interactions with those students who
lack access to technology or are not adequately prepared to utilize it and those who need more
complex interactions. The three advisors will specialize in matters pertaining to the students’
education program: facilitating educational transactions (e.g. schedules, drop/adds, withdrawals,
waivers, graduation requirements), clarifying instructional policies, procedures and requirements,
providing general information on special services including academic remediation, admission,
placement testing, courses of study, and registration.
Technology and providing structured advising support will not help the college meet the of the
student success initiative requirements to be implemented in fall 2014. We still lack an adequate
number of professionally trained faculty counselors to address personal issues, resolve academic
anxieties, assist students in choosing career fields and majors, and address the specific issues
inhibiting academic success. The Eureka campus needs, at a minimum, two additional
counseling faculty to spend less time performing routine functions and utilize their professional
skills to support students in more complex dimensions such as:

Provide short term personal counseling for issues that may interfere with studies

Facilitate decision making on educational and career goals

Facilitate college adjustment for in-coming freshmen (homesickness, time management,
depression, anxiety)

Facilitate college adjustment for returning adult students (balancing roles of student,
parent, spouse, and/or employee).

Mediate conflicts in student housing

Teach coping skills and stress management

Provide crisis counseling

Develop individualized retention interventions

Interpret career inventories

Teach General Studies/Guidance classes
REDWOODS COMMUNITY COLLEGE DISTRICT
RUBRIC FOR PRIORITIZING FULL-TIME FACULTY POSITIONS
Faculty Replacement Position





Points (0-5):
Stable or growing discipline or program needs replacement for FT faculty
who have left within this academic year
Stable or growing discipline or program needs replacement for FT faculty
who have left within 1-2 years
Stable discipline or program needs replacement for FT faculty who have left
within three-four years
Stable discipline or program can justify replacement for FT faculty who have
left within five years or more
Outside accreditation is at risk without FT hire
OR
Growth Position




Enrollment data over past two years indicate program is growing
Enrollment data over past two years indicate program is stable
Enrollment data over past two years indicate program is declining
Independent marketing or other data indicate growth potential
OR
New Program/Discipline Position



Program Initialization process complete
State curriculum approval complete
New program has shown significant growth without FT faculty
Independent marketing data suggest viability of new program

FT/PT Ratio






Points (0-5):
Program has no full-time faculty
FT/PT ration below 50/50 percent
FT/PT ratio below 60/40 percent
FT/PT ratio below 75/25 percent
FT/PT ratio results in critical lack of effective oversight for associate faculty
Reliable pool of well-qualified associate faculty is unavailable
(In the case of non teaching faculty positions, the criteria will be the deviation
from norms obtained from like institutions)
Program/Student Outcomes


Narrative justification demonstrates clear need for FT faculty in order to
maintain program outcomes
Narrative justification demonstrates clear need for FT faculty in order to
achieve student learning outcomes
Points (0-5):
Other (Shared Interest)

Points (0-5):
Shared interest determined by the Faculty Prioritization Committee. Scoring
rubric will be mutually agreed and will be based on the nature of the shared
interest.
TOTAL