Request for Tenure Track Faculty
Program: Speech/English (half-time each to equal one full-time faculty position) and possibly
Reading as part of the load
Initiator(s): Anita Janis, CR Del Norte Center Dean
1. Program(s) Supported by the Discipline:
All students completing an associate degree are required to successfully complete a speech
course.
2. Job Description. Separate requests are required for each position sought. Please indicate
if this request is site specific and the location(s).
This position would be located on the Del Norte Center campus. Since 2009 and in preceding
years, this position has been held by various associate faculty. Since 2008 when the associate
faculty teaching speech for us unexpectedly passed away, we have relied on an associate faculty
member who commutes from the Eureka area to teach for us (and for the KTIS as well).
In the past 7 semesters, this individual faculty member has on three occasions either not been
able to teach for us at all or has only been able to teach one speech class during a given semester.
This means that only 30 of our students at the most can enroll and complete speech during those
semesters. We cannot “make up” these sections during the summer because he has on-going
obligations which prevent him from being available during our summer sessions. Advertising
for associate speech faculty in our community (and southeastern most Oregon) has been futile.
This person has consistently not been available to teach during summer session. We’ve not
always been successful recruiting and hiring other associate faculty from HSU during the
summer to teach a section or two of speech for us summers. In the Southwest Oregon
Community College District (north in Oregon), the SWOCC Dean and I frequently assist each
other with suggestions to fill faculty vacancies. Unfortunately, SWOCC has been facing the
same challenges we have with speech associate faculty generally unavailable.
Over the years, CRDN has had several full-time, tenured faculty who teach in two or even three
disciplines/areas. (Philosophy, Early Childhood Education and Psychology and history, political
science and economics are examples of these combinations.) The ability to meet Minimum
Qualifications (MQ) to teach both speech and English (and perhaps reading) makes the most
sense for CRDN’s needs. We have a steady demand for the pre-college English classes and have
had two or more sections that have been/are taught by Associate English faculty. The student
demand as indicated by placement tests is for READ 360, ENGL 350, ENGL 150 and has been
constant. We usually offer two or more sections of each of the English classes below ENGL 1A.
(IR and the Enrollment Management Committee have both noted that CRDN’s student
population creates an unusually high and consistent demand for such remedial-type courses.)
r3/12/12 pg 1 Out of the 47 students, who took the placement test at CRDN Spring semester 2013, 14 (30%)
placed in to READ 360. Unfortunately, we have no instructor to teach the class for us at this
semester, so students either chose to enroll in ENGL 350 which is not usually a successful
experience for them—and it is often their first experience in a class offered at a college—or they
wait and wait until READ 360 is offered to either begin college or begin their journey toward
ENGL 150 or ENGL 1A. Del Norte English faculty are frustrated with the lack of preparation
they see in their ENGL 350 classes.
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
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
Provide justification and documentation. Include when the position became vacant and
the incumbent to be replaced.
Growth Position (checkone)
X 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
Provide justification and documentation.
r3/12/12 pg 2 Row Labels SPCH‐1 Sum of RESIDENT_FTES Sum of CENSUS_DAY_ENROLLMENT 34.33
332 2007 ‐ 2008 11.28
108 2008 ‐ 2009 6.01
57 2009 ‐ 2010 5.05
54 2010 ‐ 2011 5.73
54 2011 ‐ 2012 6.26
59 34.26
326 2007 ‐ 2008 3.16
31 2008 ‐ 2009 7.15
70 2009 ‐ 2010 7.12
68 2010 ‐ 2011 6.59
62 2011 ‐ 2012 10.24
95 68.59
658 SPCH‐7 Grand Total Enrollment has been steadily increasing the last few years. The demand is there and the SPCH
courses meet a transfer requirement.
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)
r3/12/12 pg 3 X
Program has no full-time faculty (CRDN has no FT speech faculty, 2 FT English and 2-4
Associate English faculty over the last three years. Our center has not been able to find a
consistently available MQ-able reading faculty to teach READ 360 here despite a group of
students testing into that level each semester.
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
X 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:
Without a full-time position, we have very little future reliability that our associate faculty
(who, by the way, drives up here once-sometimes twice—weekly from McKinleyville
without any extra compensation) will continue to serve our students. He is actively seeking
full-time tenure-track speech positions at other post-secondary institutions.
Without this position, we are not able to predictably continue to offer any or enough speech
sections to our transferring students. This would impact our students’ graduation and
completion rates. It would also not support the Mission Statement (…providing
outstanding developmental…and transfer education.) and Strategic Plan Goal 1 - 1.3
(Students will be able to complete their desired educational goals and (whether reading is
part of this position’s load or not) 1.5 Improve basic skills success.) This position also falls
into Goal 1 of the Education Master Plan Ensure Student Success (1.1 Provide structured
academic pathways, 1.3 Improve effectiveness of basic skills education and 1.4 Increase
transfers and degree …completions.)
r3/12/12 pg 4 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
Other (Shared Interest)

Points (0-5):
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
r3/12/12 pg 5 interest.
TOTAL
r3/12/12 pg 6