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TMCC PROGRAM UNIT REVIEW- ANNUAL PROGRESS REPORT 2014-15
Program/Unit Reviewed: Communications and Foreign languages
Self-Study Chair: Gabriela Brochu
Division: Liberal Arts
Dean: Armida Fruzzett1
Year of Last PUR: 2010-2011
Year of next PUR: 2017-2018
Program/Unit Mission Statement: The mission of Communications and Foreign Languages is to
promote cultural awareness in the modern world and expand reasoning, perception, and analytical
abilities through the study of language. We bring the world to life through language . The mission of
Communications and Foreign Languages supports both the mission of the Humanities Department and
Truckee Meadows Community College.
The Description of the Degree(s)/Emphasis(s)/Certificate(s) for your PUR area are listed below. Please review for
accuracy.
Description of Degree/Emphasis/Certificates:
This degree emphasizes the study of the Spanish language structures and cultural topics with a focus on
development of communicative proficiency in listening, speaking, reading and writing. A culturalcomparative approach will be drawn throughout the program, focusing on history and literature from
Spain and Hispanic Latin American countries. The Spanish emphasis within the Associate of Arts
degree program allows the TMCC Humamt1es Department to serve those students seeking transfer into
a baccalaureate program.
SECTION I
The Outcomes and Measures listed below were retrieved from Degree/Emphasis or Certificate submissions provided by
your area to CAP and approved. Please review the outcomes to ensure accuracy or submit changes to CAP via the
Degree, Emphasis, Certificate (DEC) Revisions form located on the CAP Resources web page. Jfyour area is scheduled
for a PUR in the nearfuture, please plan on reporting assessment efforts around these learning outcomes when you
participate in your PUR.
Communications and Foreign Languages Degree Goals/Outcomes: Students will. ..
• Read, understand, interpret and communicate spoken and/or written Spanish.
• Identify values and cultural mores associated with Hispanic Iberian and Latin American cultures.
• Explain and analyze the major historical challenges of Spain and Hispanic Latin American
countries and will appraise their popular cultures and literature.
APR I REV: 5/2 014
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TMCC PROGRAM UNIT REVIEW- ANNUAL PROGRESS REPORT 2014-15
SECTION II
The following recommendations and strategies were identified in your most recent Program/Unit Review.
Please respond to the strategies by including the status, actions taken to respond to the strategy, projected
timeline, and if resources are anticipated to fulfill the strategy.
Unit Strategy #1
Evaluation of language offerings.
Status: choose
Ongoing
Timeline:
Fa/1 2015Spring 2016
Action: Recap of accomplishments and work to do
We are offering ASL in an alternative schedule to make it more effective. We offered RUS and GER second
year courses during the summer of 2014. The courses were cancelled due to low enrollment.
We offered RUS and GER 111 in fall 2014, RUS and GER 112 in Spring 201 5 1 we are offering RUS and GER 2 11
in fall 2015 1 and we will offer RUS and GER 212 in Spring 2016 . We announced to students and advisers that
RUS and GER courses will be suspended after spring 2016 due to low enrollment in second year courses.
We recommend continuing to tea ch RUS and GER on a one-course-per-semester basis (so that a complete
cycle finishes every two years) for the foreseeable future. Canceling t hem completely will result in lost FTE,
since students come to TMCC specifically for those languages, and do not generally enroll in anot her if these
are not available. Canceling them will also result in unmet student need and loss of goodwill in the
community. Finally, TMCC has the only Russian program in Nevada, making this a point of prest ige for the
college . Cancellation of Russian would result in no college-level Russian classes being offered anywhere in
the state. This is a vital area of study for US military personnel given t he current global situation, and we
should expend recruiting and partnerships with nearby Army, Navy, and Air Force facilities. (Comment
added by Thomas Cardoza, 9/30/2015).
Ant icipated Resources Needed: Be specific about dollar amounts equipment, space size, staffing, etc.
We are not askinq m oney, space or eq uipment .
Unit Strategy #2
Investigate implementation of giving credit for high school
courses taken in Foreign Languages.
Status: chao~
Complete
Timeline:
Date tange
Action: Recap ofaccomplishments and work to do
We worked with the dean of SOLA, A&R and advising offices to implement the criteria for giving credit for
high school courses taken in foreign languages and we came up with a form to evaluate and sign waivers.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffing, etc.
We are not asking money, space or equipm ent.
Unit Strategy #3
Status: choose
Timeline:
Develop plan for improving retention in Communications/Foreign
Languages below average.
Ongoing
Spring
JOl 4-Fai/
20J.6
Action: Recap of accomplishments and work to do
After rev iew of retention rat es in COM/FL, we identified retention in Spanish as an area of concern. See
MR I RlV. s. 20 11.
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TMCC PROGRAM UNIT REVIEW-ANNUAL PROGRESS REPORT 2014-15
tables i , and graph i. We re-evaluated the Spanish online program which showed retention rates fower t han
the school. We redesigned the program using assessment data and best practices (OM rubric). We started re·
designing the program with SPAN 111 in spring 2014, SPAN 112 in fall 2014, SPAN 211 in spring 2 015 , and
SPAN 212 in fall 2 015. We submitted SPAN 111 for QM review in spring 20151 and it is now QM certified. We
will submit the rest of the Spanish courses to QM ending in fall 2016. We also noticed an increase in
enrollment in transferable FL courses (see table 2). This trend could be explained by the recent change in the
AA and Criminal Justice degrees that now require 14 credits, and the new AA degree with a Spanish
Emphasis which took effect in fall 2014. We need more data to confirm this hypotheses.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffing, etc.
We are not asking money, space or equipment. The complete re-design of the Spanish online progra m was
done as oart of Brochu's Annua l Plan.
Unit Strategy #4
Status: choose
Timeline:
Complete
Evaluation of need for emphasis.
D:Jte ror~
Action: Recap of accomplishments and work to do
We presented the proposal for an AA degree with a Spanish Emphasis based on the increasing demand on
the industry. It was approved by CAP, the Vice president and the Senate, and became effective in fall 2014. In
Spring 2015, two students graduated with the new AA degree with a Spanish Emphasis, and as of 9/15/15,
there were 9 students who declared a Spanish major(data from A&R).
We have also instit uted a s 5 00 annual scholarship for Spanish majors, and made the first award. We plan to
expand this to two annual awards in the future, giving financial support and prestige to the Spanish AA
emphasis, as well as helping with recruiting. (Comment added by Thomas Cardoza, 9/30/2015).
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffing, etc.
We are not asldnq money, space or equipme nt. This work was done as part of Brochu's Annual Plan.
Unit Strategy #s
Status: choose
Timeline:
Develop plan for increasing Student Facult y Ratios (SFRs) in those
Complete
Dt1tf! wage
below college average.
Action: Recap ofaccomplishments and work to do
Almost all disciplines show a lower SFR in 2014 compared to TMCC as a whole except for COM and ASL (s.ee
table 3, graph 2). Even though the SFRs are lower than TMCC for FREN, ITAL, RUS, and SPAN, they all
showed increases in SFRs from 2 012 to 2014 (see table 3, graph 2 ). The cap for online classes was raised from
18 to 25. We believe t hat t he rece nt change in the AA and Criminal Justice degrees that now require 14
credits will increase t he number of students enrolling in Foreign Languages. Enrollme nt in Spanish should
also increase due to the Emphasis in Spanish which took effect in fall 2 0 14 (see Unit Strategy #3 of this
report)
Anticipated Resources Needed: Be specific about dollar amounts equipment, space siie, staffing, etc.
We a re not asking money, space or equipment.
Unit Strategy #6
Status: choose
Timeline:
Ongoing
Improve understanding of students of the ability for Foreign
Lana uaqe a nd Communications to fulfill needed credits for
APR RE'/ 1)12014
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TMCC PROGRAM UNIT REVIEW-ANNUAL PROGRESS REPORT 2014-15
transfer.
Action: Recap of accomplishments and work to do
We advise students on a daily basis on placement, transfer credits and fulfillment of the foreign language
requirement for several degrees both at TMCC and at UNR. We meet with academic advisors, A&R, and the
Testing Center to clarify and help them with the CAPE exam placement, waiver, heritage speakers, special
cases, etc.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffing, etc.
We are not askinQ money, space or equipment. This work 1s done as part of Brochu's Annua l Plan.
Unit Strategy #7
Status: choose
Timeline:
Increase budqet for copies by s 1, 500.
Other
Date rongt
Action: Recap of accomplishments and work to do
A budget augmentation request was submitted for si,500 for copies but was denied.
Given this was a recommendation of the last PU R it is difficult to know how to proceed if the College budget
process will not support this recommendation that was approved by the President. (Comment added by
Armida Fruzzetti, April 20u,).
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffing, etc.
Increase budget for copies by s11500.
Status: choose
Unit Strategy #8
Seek addition of one (1) tiered classroom.
Complete
Timeline:
Dateronge
Action: Recap ofaccomplishments and work to do
We got one additional t ier 2 classroom-·Sierra 2 09. We have two tier 2 classroom for foreign languages. If
the t ier system currently being used is removed in the facility master plan project, t he 4-credit foreign
language classes must be considered as priority in the new optimizer scheduling plan (Comment added by
Armida Fruzzetti, April 2014).
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffing, etc.
Unit Strategy # g
Provide more data to allow evaluation of need for language
laboratory.
Action: Recap of accomplishments and work to do
Status: choose
Ongoing
Timeline:
D al e ra rJgt
The importance of a language laboratory is recognized by many institutions of higher learning as a valuable
resource for instructors and students of language. The Englis h Department has the space in the Tutoring and
Leaming Center that they allow students and instructors from FL to use when available and not used by ESL.
We have installed the Rosetta Stone software for Spanish. We bought cameras and installed the software in
computers for students to record themselves for ASL classes. We will investigate the need for other
equipment (such as headphones) that may be required for Foreign Languages.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffing, etc.
We a re still investigating t he cost of a language laboratory.
SECTION Ill
ATMCC
Trua...• llll••d-a D-Uftity Ooflege
TMCC PROGRAM UNIT REVIEW- ANNUAL PROGRESS REPORT 2014-15
(OPTIONAL- Fill out only if adding new Unit Strategies)
Please include any newly identified strategies for the Program/Unit. Please respond to the strategies by
including the status, actions taken to respond to the strategy, projected timeline, and if resources are
needed to fulfill the strategy. If there are no new strategies, please leave this blank and no signatures are
required.
Unit Strategies #10:
Renew the one-year hire for Spanish.
Status: choose
Ongoing
Timeline:
2015-201.6
Action: Recap of accomplishments work to do
Full-time/Part-time faculty ratio for Spanish is consistently lower than other programs within the
division and the college. Tables s and 6 show the Full-time/Part-time faculty ratio for Spanish
compared to other programs. A one-year hire for Spanish would ameliorate this discrepancy.
Anticipated Resource Needed: What are they and what are the approximate costs?
We request that approximately s3B,ooo from our PT-faculty money allocation be used to renew the oneyear hire for Spanish.
Unit Strategies: #u
Status: choose
Timeline:
Open a tenure-track position left vacant by tenured
New
2015-2016
professor Dianne Cheseldine.
Action: Recap of accomplishments work to do
To maintain FTE, SFRs and retention rates, we need ASL, COM, and SPAN full-time, tenure-track faculty
members. Our full-t ime, tenured professor Dianne Cheseldine retired in spring 2 0 15 and t hat leaves
another discipline within COM/FL without full-time, tenure-track or tenured faculty member (see Unit
Strategy # io).
Anticipated Resource Needed: What are they and what are the approximate costs?
The cost of a te nure-t rack line
Status: choose
Unit Strategies: New
Ongoing Complete
Other
Timeline: Oare rantµ>
Action: Recap of accomplishments work to do
Anticipated Resource Needed: What are they and what are the approximate costs?
Approvals {Signatures and da tes are requlferlj
/
APR f R(V· ~/2011.
Table 1
Average retention rates in percentages for Communications and Foreign Languages in spring-fall
2012 and 2013 (showed in the last APR), compared to spring-fall 2014 •,and including the School of
Liberal Arts (SOLA) and TMCC as a total.
2012
Total School TMCC
SOLA
Communications
American Sign Language
French
German
Hebrew
Italian
Japanese
Portuguese
Russian
Spanish
Institutional Research
75
74.5
74.5
88.S
2013
77.S
77
79
2014
77
76.S
81.S
94.S
52*"'
88.S
85.5
71
•••
•••
•••
87.S
88
85
90.S
77.5
•••
•••
80
89
70.S
59
73.S
88.5
•••
69
75.5
77.5
73
•only spring and fall data are used because not all languages are taught in summer. •*The German
program re-started in to fall 2012. •••Hebrew and Portuguese are on hold.
The disciplines that show lower retention rates in 2014 compared to TMCC and SOLA are German,
Russian, and Spanish. Retention rates for the rest of the disciplines are higher when compared to
TMCC and SOLA. We re-started the German program in fall 2012. We brought an excellent instructor
from UNR. The data we have is limited to five semesters. Second-year German courses were
cancelled in spring 2014 and in summer 2014 because of low enrollment. The German Program's
retention rate improved from 52% to 73% between fall 2012·fall 2014. We called the students and
advertised that they could fulfill the 14-credit foreign language requirement in one year by taking
the German courses in the summer, but still we could not have high enrollment during the summer
of 2014. The same happened with Russian second year courses, we also offered them in the summer
as a strategy to keep these disciplines, but they were cancelled. We are the only institution that
offers transferable Russian in Nevada. We personally announced to the students during the first
week of c:lass in fall 2014 that the two languages (RUS and GER) would be suspended after fall 2016.
This is probably another reason that contributed to the low retention rates shown here. The Spanish
Program's retention rate improved from 69% to 73.5% between fall 2012-fall 2014.We have
assessed Spanish in the second cyc:le, and we are closing the loop with the instructors and analyzing
results of assessment to reinforce certain areas. Spanish instructors meet every semester to improve
coordination of teaching across the curriculum and address any concerns or problems. Part-time
instructors that do not do well on assessment, student evaluations and/or peer evaluations are
being reviewed (all part-time instructors from Foreign Languages and ASL have been evaluated). We
also think the retention rates in Spanish are affected by the online program. We have redesigned the
online program, the new program started in spring 2014. We have trained and evaluated online
instructors, and reviewed instructors who did not follow best practices for course delivering as
required by WebCollege.
Table 2
Enrollment In Headcount in Communications and Foreign Languages, Spring-Fall 2014.
2014 Spring Fall 2014
Communications
Am erican Sign Language
French
German
Italian
Japanese
Russian
Spanish
493
470
118
139
56
12
24
29
87
10
585
28
39
25
24
649
Change
-23
+2 1
+3 1
+16
+15
-4
+14
+64
Institutional Research
Almost all disciplines show an increase in enrollment between spring-fall 2014. If we consider the
total increase in enrollment for foreign language (FL) cour ses that are transferable: ASL, FREN, GER,
ITAL, RUS, and SPAN between spring and fall 2014, we notice a total enrollment increase of 161 in
headcount. If we compare the headcount trend with TMCC as a whole during the same period of
time: spring 2014: 11,323; fall 2014 11,553 •, the headcount difference is an increase of 230 for the
whole school. The increase of 161 in transferable FL courses headcount represents 70% of the whole
school fncrease between spring-fall 2014. While this trend is common in the school in general
(increase In headcount from spring to fall, see Factbook*), 70% of this increase In transferable FL
courses may represent a new trend. We will need to have more data to assert this hypothesis, which
could be explained by the recent change in the AA and Criminal Justice degrees that now require 14
credits, and the new AA degree with a Spanish Emphasis which took effect in fall 2014. We could not
compare the change in headcount with the Division (SOLA) during this period of time, because in the
Factbook it is expressed as FTE (FTE spring: 2704, FTE fall: 2721). The Division of Liberal Arts shows a
slight increase in FTE of 17 between spring-fall 2014. On the other hand, we observed a decrease in
headcount in Communications (-23) and in JPN (-4), which is not a transferable FL program. These
trends may support our hypotheses of the reasons for the increase in FL transferable courses as
stated above.
*Factbook 2015
Table 3
Average Student-to- Faculty Ratio (SFR) for Communications and Foreign Languages i n spring-fall
2012 and 2013 (showed in the last APR), compared to spring-fall 2014 •,and including the School of
Liberal Arts {SOLA) and TMCC as a total.
2012
2013
2014
Total School -TMCC
21.84
21.81
SOLA
Communications
22.32
American Sign Language
French
20
16.75
21.94
22.01
26.80
22.05
19.15
German°
Hebrew•••
25
19.50
20
---
27.06
13.50
23.50
Italian
Japanese
Portuguese•••
Russian
Spanish
Institutional Research
--
14.25
22.25
22.47
26.20
23.40
20.25
--15.75
19.7S
--
---
---
11
15.50
17
18.70
17.70
19.60
•only spring and fall data are used because not all languages are taught in summer. **The program
started in fall 2012.
0
•
Hebrew and Portuguese are on hold.
Almost all disciplines show a lower Student-to-Faculty Ratio (SFR) in 2014 compared to SOLA and to
TMCC as a whole except for Communications and American Sign Language. Even though the SFRs are
lower than TMCC and SOLA in French, Italian, Russian, and Spanish, they all showed increases in SFR
from 2012 to 2014: SPAN=0.90, ITAL=2.25, FREN 3.50 and RUS=6. The cap for online classes was
raised in spring 2014 from 18 to 25. We believe that the recent change in the AA and Criminal Justice
degrees that now require 14 credits will increase the number of students enrolling in Foreign
Languages. Enrollment in languages should also increase due to the Emphasis in Spanish which took
effect in fall 2014.
Table 4 PUR Progress Report Data
Subject
AM
AM
Term
•
lspr14
i;m14
Enrolled
Retention
Rate
Sections
118
96%
s
32
100%
2
6
- ~!
-
AM IFall14·-·
~,
139
I
93%
CH
lspr14
__I
1419
i
78%
CH
Suml4
718
I
85%
CH
i Falll4
~~~ ---j:~::4
COM
I
r
-·
1260
-·[ ?: _--~
IFall14
.spr14
FRE·N··-~1F~li14 --
~ER_______ ]sprl4
Fall14
1
470
I
I
56
87
I
~UM ----~prl~ -~--220_
•
~~~--- -:~:~
i
ITAL
,
Spr14
28.7
!
44
:~:
·- :"
81%
,
17 - - r - ;7.7
77%
'
3
:
28.. 6
:_::___
1
18.7
217 -
~ -~2~____1
54%
I
1
12.0 _
28.0
67%
96%
· · 1 -s5%
j
39
30.2
79%
24.4__ _
_ 9_
:9: l-~=
~;:;L--Tan14 _T_
49
4
I
24
~
25
·-1-----n%____ '
+ - -12_.J
,
28
4
I
I ~:·~
·-·-+----·-
..... -- - - - - r - - - · -
I
FREN
GER
·- - -t- -
Student to
Faculty Ratio
-~i!-
1:
i
2
j
2
J___.12.0
;
19.s
~---~pr~_'!_·------~--~--+-831)_'o__~--~---- l
14.5
25.0
JPN
!Fall14
\
25
I
72%
I
1
PHIL
)spr14
j
577
I
76%
I;
20
~
28.9
PHIL
jsuml4
I
217
1
82%
9
i
24.1
PHIL
1Fall14
1
583
I
76%
20
I
29.2
I
~~~~~---i----~---~~-+-~---+---;~~
I
1i_
~PAN·-·--tSp~-~------L_S8S__
SPAN
SPAN
I
I
'
72%_ j._____ 30
88%
6
33
i
/Falii4_ _ _
! --·-649-- - 75%'--]
!Sum14
I
89
=
I
~~_:?.-
I
!
14.8
-1·9- .7
- -1
I
=
Division of Liberal Arts retention rates: Spring 14 76%, Summer 14 83%, Fall 14
Division of Liberal Arts SFR: Spring 14 =21.69, Summer 14 = 21.60, Fall 14 =23.24
=77%
=77%, Summer 14 =81%, Fall 14 =77%
TMCC SFR: Spring 14 =21.27, Summer 14 =20.87, Fall 14 =22.35
TMCC retention rates: Spring 14
S:\Reporting\IR Recurring\
Foreign Language APR\
Progress report\Fall 2014
TMCC Office of Institutional Research, Analysis and Effectiveness, 09/14/2015
Table 5
Full-time vs. Part-time Faculty FTE for Spanish compared to other disciplines•.
full-time
SPAN Fall 2014-2015**
39
SPAN Spring 2015
32
ECE Fall 2009·14***
51
ECE Spring 2009-14
49
HIST Fall 2009-14
94
HIST Spring 2009-14
90
GRC Fall 2009-14
GRC Spring 2009-14
BUS Fall 2007-12
70
~Spring 2007-12 _ _
67
ART Fall 2009-14
45
ART Spring 2009-14
38
COT Fall 2009-14
32
COT Spring 2009-14
29
ARCH Fall 2009-14
59
ARCH Spring 2009-14
65
*Data obtained from the most recent
so
so
Part-time
61
68
49
Sl
6
10
so
so
30
33
55
62
68
71
41
35
PU Rs. • • Data obtained from Institutional Research (IR) and
adjusted without Independent Studies and Adlish's 3-credlt courses considered as PT (see
explanation below). See table 6 for IR raw data. •••ECE =Early Childhood Education; HIST=History,
GRC= Graphic Communication, BUS= Business Studies, ART= Visual Arts, COT= Administrative
Professional, ARCH=Architecture.
Almost all disciplines in the school show a higher or equal Full-time to Part-time Faculty Ratio
compared to Spanish except for Visual Arts (ART) and Administrative Professional (COT) (see graph
3). This statement regarding this subject can be read in the ART PUR 2014-2015: "The strength of the
department lies within the part-time faculty as they bring the contemporary world to us through
their experiences as professional artists ... The part-time nature of these positions allows our faculty
to take a semester off to complete residencies or work as visiting artists," and this statement can be
read in the COT PUR 2014-2015: ''The program had one full-time faculty member when it was taken
over by WDCE...there is no recommendation to request a full-time faculty member for the program
as it is running smoothly with the excellent part-time fac~lty who teach in the program, and its size
does not warrant a full-time faculty position at this time." This is not the case for Spanish. As you can
see on Table 6 from Institutional Research, the FT-PT Faculty ratio was 47/54, 41/59, and 43/57 for
fall 2014, spring 2015, and fall 2015, respectively. We have researched this data and we found that it
does not reflect the reality completely in regard to the FT/PT Faculty Ratio: in fall 2014 and spring
2015, there are 3 credits in each period counted as Full-time SPAN taught by John Adllsh, but he is a
Biology full-time tenured professor who taught SPAN 101, a non-transferable conversational course,
so, in reality this is a part-time slot for a full-time overload. Also, in fall 2014, Brochu taught 11
credits (not 15), the 3 credits added correspond to Independent Studies (IS}. The same happened
with Ferguson-Mcintyre who taught 21 credits and 2 credits as IS. In spring 2015, Brochu taught 3
credits as IS, Faires taught 3 credits as IS, and Ferguson-Mcintyre taught 6 credits as IS. In fall 2015,
Faires is teaching 4 credits as IS. If we adjust the data from Institutional Research without the IS and
without Adlish counted as Full-time faculty lhis credits were added as part-time faculty), the
adjusted, more realistic Full-time Part-time faculty radio would be: 42/58, 32/68, and 36/64
corresponding to fall 2014, spring 2015, and fall 2015, respectively. This shows that there is not a big
improvement, even though you can read a note in TABLE 6 by IR that says the improvement
between spring 2015 and fall 2015 is in part due to that Clinton Bennett is a FT faculty member, but
his position is temporary. Bennett is teaching 16 credits in fall 2015, and this helped increased the
FT-PT faculty ration from 32 to 36. The department is planning to fulfill Dianne Cheseldine's full-time
position left open due to retirement with a French-Spanish tenure-track position, but this Is not
going to solve the problem in Spanish due to the high amount of sections offered each semester (30
sections on spring 2014, 33 sections on fall 2014, see table 4). Due to the disparity shown here
between Full-time vs. Part-time faculty ratios between Spanish and other disciplines, we request
that the one year full-time Spanish hire be renewed in spring 2016 for fall 2016, or that we hire a
full-time, tenure-track position in Spanish.
Term
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Table 6 Full·time/ParMime faculty FTE
Instructor
Units of SPAN taught
PT_FT
ADLISH, JOHN
BROCHU, GABRIELA
FAIRES, NANCY
FERGUSONMCINTVRE, CARLO
Fall 2014 Full Time Total
3
14
15
23
55
F
F
F
F
BANKS, DEBORAH
BUllARD, MELISSA
CHAVEZ, GABRIEl
GARZON. JENNIFER
GRIGGS, MARGARITA
LISH, GEORGE
NAVAS, DIANE
ORTIZ, ROBERTO
SCHFETZ. ERICA
WALKER, GUY
WEBB, MONIKA
Fall 2014 Pent Time Total
8
p
p
p
7
8
7
4
4
7
3
3
3
II
p
p
p
Spring 2015
Total Units
Full Time
%Fu11Time
I'
p
p
p
p
Fall 2015
Total Units
Full Time
%Fu11Time
117
SS
47"
132
54
41"-
123
53
,4"'
62
r
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Sprins 2015
ADLISH, JOHN
BROCHU, GABRIELA
CttESElDINE, DIANNE
FAIRES, NANCY
FERGUSONMCIN'TYRE. CARLO
Spring 2015 Full Time Total
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 201S
BANKS, DEBORAH
BENNETT, CllNTON
BUUARO, MELISSA
CHAVEZ, GABRIEL
FARIASSANCHEZ, FABIOLA
GAllEGOSESCAMlllA, ANA
GARZON, JENNIFU
GRIGGS, MARGARffA
LISH, GEORG E
ORTIZ, ROBERTO
SCHEETZ, ERICA
WALKER, GUY
WEBB, MONIKA
Spting 201S Part Time Total
8
10
4
7
4
4
4
4
3
4
6
8
78
p
p
p
p
p
Fall 2015
Fall 2015
Fall 2015
Fall 2015
BENNETT, CLINTON
BROCHU, GABRIELA
FAIRES, NANCY
F£RGUSONMCINTVRE, CARLO
Fall 2015 Full Time Total
16
11
19
F
F
F
7
53
F
Fall 2015
Fall 2015
Falt 2015
Fall 2015
Fall 2015
Fal1 201S
Fall 2015
FaU 2015
Fan 201s
Fall 2015
Fall2015
BULLARO, MELISSA
CARDILLO, NATALIA
CHAVEZ, GABRIEL
GALLEGOSESCAMltlA, ANA
GARZON, JENNIFER
KATROSITS, JOV
LISH, GEORGE
ORTIZ. ROBERTO
SCHEETZ, ERICA
WALKER, GUV
WEBB, MONIKA
Fall 2015 Part Time Total
4
p
p
p
S·IAdllCJcs\1_act10CS bv sutJ,ec:l 8'98)
fo1eign LanguageslFT_PT Spen1an
Fall 2014
Total Units
Full Time
%Fu11Time
3
14
F
3
18
16
54
12
3
8
4
10
6
8
7
4
8
8
70
F
F
The improvement between Spring 2015 and
Fall 2015 is in part due to the fact that dinton
Bennett was PT last SPflng but Is now a FT
faculty member. His position is considered
"temporary", however his contract is still that
of a full·time faculty member.
p
p
p
p
p
p
p
p
p
p
p
p
p
p
p
p
lMCC 1n-
ll.01al R1t,...arcti , An~lyS1A llnc:1 F.fr.ic.t1vf!neS1 Office. 9/15115
Graphl-Retention Rates in Communications and
Foreign Languages, 2012-2014.
100
80
60
40
20
0
Total
TMCC
SOLA
COM
ASL
• 2012 •
FREN
2013
GER
2014
ITAL
JPN
RUS
SPAN
Graph 2-Student Faculty Ratios in
Communications and Foreing Languages,
2012-2014.
30
25
20
15
10
5
0
TMCC
SOLA
COM
ASL
FREN
GER
• 2012 • 2013 n 2014
ITAL
JPN
RUS
SPAN
Graph 3-Full-time vs. Part-time Faculty FTE for
Spanish compared to other disciplines.
100
80
60
40
20
0
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