FIVE-YEAR PLAN FOR FACULTY RECRUITMENT
CSU CHICO (Version 2.2)
School/Department School of Education
College Communication and Education
Date
(CME)
March 28, 2014
Inclusive Years
2014 – 2019
This form is designed to facilitate the program planning process and the request for authorization to
conduct searches for tenure-track faculty. In each year that a faculty recruitment is requested, this
form must be updated.
I. Department Background
Please provide a narrative of no more than 2 pages in length that includes an overview of the
program and department. It should address factors that are evident in the Program’s Academic
Program Review (APR). Please include any information that the Dean and Provost may wish to
consider as the program’s contribution to current University priorities. Other evidence might address:
What are the anticipated projections for the department’s programs? Are there enhanced
innovations in course delivery, including online, blended, or hybrid course offerings? What types of
cross disciplinary collaboration has the department done?
School of Education Overview
The School of Education consists of five initial credential programs and one advanced
credential program; two MA degrees including four options, two advising patterns, and one graduate
certificate program; and prerequisite undergraduate courses that are required of credential
candidates.




Initial Credential Programs
Multiple Subject Program
Single Subject Program
Multiple and Single Subject with Bilingual
Authorization Program
Special Education Concurrent Program

Advanced Credential Option
Preliminary Administration Services Credential

Education Specialist Option
MA in Education
 Curriculum and Instruction Option
 Educational Leadership & Administration Option
 MA in Education, General
o Rural Teacher Residency: MA/Multiple
Subject Credential
o Teaching English Learners Advising Pattern
Rev 3/2014
MA in Teaching International Languages

Graduate Teaching English to Speakers of
Other Languages (TESOL) Certificate
1
o
Special Education Advising Pattern
This faculty position request is submitted for a position in the Bilingual/Crosscultural Professional
Preparation Program (B/CPPP) which offers both Multiple and Single Subject with Bilingual
Authorization credentials. Bilingual Program faculty also teach three graduate courses (BLMC 518,
BLMC 536 & BLMC 672) in the Teaching English Learners Advising Pattern. In addition, the new
faculty member will continue to provide professional development for faculty in the School of
Education. This continued support would ensure currency in the research and best practices to
address the need of Emergent Bilinguals (previously referred to as, English Learners) for SOE faculty.
In Spring 2013, the California Commission on Teacher Credentialing (CCTC) revised the Program
Standards addressing the preparation to teach BEs. Without professional development in this area for
teaching faculty and supervisors, the 150+ candidates in SOE will not be able to meet the rigor of the
current standards and our accreditation would be in jeopardy.
Bilingual/Crosscultural Professional Preparation Program (B/CPPP) Overview
The School of Education, through the Center for Bilingual/Multicultural Studies, offers Multiple and
Single Subject Bilingual/Crosscultural Professional Preparation Program (B/CPPP). B/CPPP prepares
Multiple Subject (grades K-6) and Single Subject (grades 7-12) candidates to teach in
bilingual/crosscultural classrooms in a variety of educational settings that provide primary language
instruction, English Language Development (ELD) and Specially Designed Academic Instruction in
English (SDAIE) for culturally and linguistically diverse students. The program promotes strategies to
foster language development, enhance crosscultural understanding, and address the academic needs
of EBs. In addition to the B/CPPP courses, there are undergraduate prerequisite courses and graduate
courses that are staffed by faculty members with Bilingual/Crosscultural expertise. As noted above,
this new faculty position will not only enable to B/CPPP to continue, but it will also support the efforts of
all SOE programs to meet accreditation requirements and provide current practices addressing the
needs of BEs in all types of programs throughout the state.
Bilingual Program’s Contribution to University Priorities
The program’s record of achievement is aligned with four of the University priorities.
Priority 1 - High Quality Learning Environments
The graduates of the CSU, Chico B/CPPP have found employment each year for over three
decades. In recent years when there has been a defined shortage in the number of jobs available for
new teachers, B/CPPP graduates have been employed. There are twenty-nine (29) IHEs in California
that offer the Bilingual Authorization, and employers first seek out the graduates of our program both at
the annual California Association for Bilingual Education (CABE) Conference and at the CSU, Chico
Career Center. Results from the CSU Exit Survey that all credential candidates take at the end of their
credential year confirm that candidates feel well prepared and ready to teach. These indicators
suggest that our program offers the best possible professional preparation and a high satisfaction rate
from graduates as a whole. As new teachers, program graduates report that they are at the cutting
edge of the profession, not only in comparison to other first-year teachers, but also to some
experienced teachers at their school. The SOE also depends on the expertise of the bilingual faculty to
provide professional development in research and practices to better meet the needs of BEs in all
Chico credential programs.
Rev 3/2014
2
Priority 3 – Provide Technology to Support High Quality Learning Environments
B/CPPP faculty members take seriously the dual charge to use technology for instruction and
teach future teachers how to use technology effectively in their future classrooms. As a result, the
B/CPPP faculty members have been part of two Academy E-Learning Cohorts (Cohort 1 to refine and
develop additional content for EDTE 302, an undergraduate prerequisite course, and Cohort 3 to
convert EDTE 676A to an online format allowing an option for B/CPPP candidates to complete their
second semester of student teaching, in their home communities). We have not had the faculty to fully
implement the revised EDTE 676A online/hybrid model beyond the first year. The new tenure-track
faculty would be able to facilitate the full realization this opportunity provides. Thereby providing a
cutting edge, service-learning model, that to our knowledge, is not being attempted elsewhere.
Priority 4 – Service to the Region
Approximately 24% of the California K-12 student population is classified as Emergent
Bilinguals (EBs - formerly labeled English Learners - ELs). The percentage drops to approximately
11% in the immediate CSU, Chico service area. However, statewide, Bilingual Educators make up less
than 2% of those credentialed to be teachers each year. This shortage of bilingual teachers speaks to
the need of programs such as B/CPPP in our region and beyond. It also means that all teachers must
know how to address the needs of this rapidly growing population. New teachers who have the indepth Knowledge, Skills, and Dispositions represented by the Bilingual Authorization Standards are in
high demand. Having a tenure-track faculty position with the expertise to ensure that all credential
teachers also have access to these skills is important.
Graduate level courses offered by Bilingual faculty are available online, making it feasible for
our credential finishers and in-service teachers to enroll in them regardless of where they reside.
However, the three core courses in the MA program have not been offered online in recent years and
therefore our numbers of graduate students have dropped significantly. Thus, it is our aspiration that
the new tenure-track faculty member will continue to work with other SOE faculty to offer the full
complement of required courses online and once again make an online MA in Education with the
Teaching English Learners Advising Pattern a reality.
Priority 5 – Diversify Funding Sources
Bilingual Program faculty members have secured external dollars each year from 1982 to 2017.
With the notification of the award for the five-year United States Department of Education National
Professional Development Grant (CPD Project) in 2012, B/CPPP faculty members ensured the
successful receipt of external funds (from either federal or international sources) for thirty-five (35)
consecutive years totaling in excess of $11 million. It is an expectation that the new faculty member will
continue this long-lasting tradition and enhance SOE’s opportunity to provide financial support for
credential candidates, area in-service teachers as well as continued professional development
opportunities for SOE faculty.
Diversity Action Plan
This institution has established a framework for forming a more inclusive community through
the Diversity Action Plan (2011-2016). CSU, Chico and the National Council for Accreditation of
Teacher Education (NCATE – projected for a campus visit in the spring of 2015) value diversity. The
Rev 3/2014
3
B/CPPP prepares teacher candidates, largely from underrepresented groups (74% in 2013-2014), to
address the needs of students from underrepresented groups in the public schools. The B/CPPP
fosters diversity competencies and engagement in all candidates. In addition, the B/CPPP plays a
critical role in the diversity count within the CSU, Chico School of Education. In 2012-2013, B/CPPP
candidates represented 11.6% of the SOE enrollment, yet these candidates embodied 44.8% of the
identified ethnic diversity (with the B/CPPP accounting for 68.8% of the Hispanic/Latino enrollment).
B/CPPP has played an active role in contributing to CSU, Chico’s Hispanic Serving Institution (HIS)
designation. A new faculty hire will enable us to continue to support students from underrepresented
groups. At the same time, it will support efforts throughout SOE programs to foster diversity
competencies and engagement.
Cross-Disciplinary Collaboration
The current CPD Project involves close collaboration between Co-Principal Investigators and
B/CPPP faculty (Drs. Larocco and Zartman) and Science Education Department Chair (Dr. Irene
Salter) in delivering professional development for participating educators. Dr. Larocco has had a longterm professional relationship involving a number of externally funded summer (and academic year)
projects with Dr. Bev Marcum of the Biological Sciences Department. In addition, it has also
incorporated an SOE faculty member, Dr. Maris Thompson, and provided professional development for
her in the area of Lesson Study. Her background in literacy has also enhanced the project.
Currently, we are collaborating with Special Education faculty to re-instate the options for
Concurrent Program credential candidates to add the Bilingual Authorization. In the past three years,
we have not been able to offer this opportunity for credential candidates due to changes in Special
Education Standards requiring them to add new courses to their program. With the addition of a new
Special Education faculty member in 2014 – 2015, there will be more flexibility in scheduling the
courses which will once again allow candidates in Special Education to add the Bilingual Authorization
coursework to receive both credentials.
For 26 years, Dr. Zartman has directed an award-winning program enabling over 1,000
teachers and university students from one province in the Republic of Korea to come to the CSU,
Chico Center for Bilingual/Multicultural Studies for Professional Development to develop listening and
speaking methodology each year.
II. Current Curricular Responsibilities/Faculty Expertise
The objective of this section is to develop a profile of faculty expertise required to meet current
curricular responsibilities. Please reference or attach any documents explaining anticipated changes
in curricular responsibilities, and describe responsibilities at the level of specificity required to
identify faculty expertise (i.e., by major, concentration, or specialty areas).
1. Detail curricular responsibilities, e.g., (instruction, advising, research, and service)
and the number of full-time equivalent faculty required. State the accreditation
requirements as relevant.
Faculty teaching in B-CPPP must have experience teaching Emergent Bilinguals in bilingual
and English Language Development (ELD) classrooms at the elementary and/or secondary level.
Faculty members are responsible for teaching pre-requisite, credential and graduate courses in the
area of bilingual education and English language acquisition and development. In addition, faculty
Rev 3/2014
4
advise undergraduate, credential and graduate students. We serve as a resource for bilingual and
ELD teachers in our service area and for SOE faculty. For example, in January 2013, bilingual faculty
was able to bring to campus a team of OPAL trainers to provide SOE faculty professional
development in the area of teacher/student and student/student interactions that maximize K-12
student engagement, create leadership opportunities, and access the curriculum. Nineteen SOE
faculty members participated in this workshop. Credential course instructors and field supervisors
benefitted from these effective practices thanks funding from the CPD grant. In January 2014, Dr.
Mary Soto and Ms Maria Sudduth provided additional professional development to all SOE faculty on
the new English Language Development Standards. Besides learning about the standards, how they
were structured and how they integrated with the new Common Core English Language Arts
Standard, faculty across all disciplines learned the need to incorporate the ELD standards as part of
their discipline specific methodology courses. The significance of these standards and the shift in
educational practices and mindset also became clear for instructors supervising credential candidates
in public schools in our region.
B-CPPP faculty members have been successful in securing external funding. New faculty will
be expected to continue this tradition to serve students, teachers and university faculty through the
grant development process. This grant development expectation is not expected of lecturers.
The faculty members teaching B/CPPP prerequisite, credential and graduate courses must have
the ability to teach about bilingual/ELD methodology, teach in Spanish, assess candidates’ language
proficiency skills in Spanish, demonstrate experience working with students from diverse backgrounds
including those placed in bilingual/ELD and English-only classrooms, show the ability to supervise
student teachers in multilingual and crosscultural settings, and document research involvement relative
to bilingual education, language acquisition and development, long-term Emergent Bilinguals and
general teacher education. The B/CPPP must meet all the CCTC standards required for General
Education Multiple or Single Subject Credentials as do non-bilingual candidates. In addition, the
program must also meet six CCTC standards for the Bilingual Authorization. These standards require
expertise in the target language and culture as well as in research in language acquisition and
development and bilingual and ELD methodology. It is essential for the person hired for the new faculty
position to have these areas of expertise, so that we can continue to meet accreditation requirements.
At the present time, bilingual faculty teach on an annual basis:

2 pre-requisite courses (1 taught exclusively in Spanish) and 1 Spanish language
assessment course

4 B/CPP credential courses (1 taught at least in part in Spanish)

2 supervision courses, serving approximately 22 candidates each semester

3 graduate courses (approximately 1 per year)
Lecturers teach all but two units from the above list. One full-time tenure-track faculty member
supervises a maximum of four students per year to make up the last two units. The University ratio of
part-time to tenure-track faculty is approximately 50-50. As is evident in the information above and the
table below, the B/CPPP ratio is not align with that of the university. As of 2014 -2015, the sole tenuretrack faculty member will have a .06 position each semester in the program. He and other bilingual
faculty also teach pre-requisite, credential and graduate courses that are not part of the B/CPPP.
Rev 3/2014
5
2. Using the table below, identify faculty currently performing these responsibilities, noting by
year any retirements anticipated in the next five years.
(Table removed to protect faculty privacy.)
III. Anticipated Needs
A. Identify the most recent year that the program recruited and hired a tenure-track
faculty member. Include a brief rationale for the appropriate terminal degree
you are seeking.
(Description removed to protect faculty privacy.)
B. Describe any changes in the program or curriculum that the department intends to
make in the next five years. How would the requested new hire fit into that plan?
How will the hire of a new tenure-track faculty member affect your course
offerings in GE, the major, and graduate classes? How will it affect service
activities in the department?
(Some description removed to protect faculty privacy.)
Prior to fall 2011, B/CPPP was able to offer an MA in Education with a focus on language and
culture that was completely online. Furthermore, between fall 2006 through spring 2011, we offered an
advising option that enabled B/CPPP teacher candidates to apply 15 units of their credential program
coursework towards a M.A. in Education. The remaining 15 units of coursework were all online to
facilitate completion of the M.A. requirements even if they moved out of the Chico area. Since 2006,
40 students have participated in the program and 24 have graduated. There are twelve students still
planning to complete the program within the next two years. During the past three years, it has become
difficult for students to complete the program due to our inability to consistently offer the required
classes online. The program faculty stands prepared (and would like) to offer graduate courses online
to enable B/CPPP graduates to complete the M.A. in Education and to once again offer an M.A. option
that focuses on the needs of K-12 Emergent Bilinguals to teachers in our service region and beyond.
Without a new hire, the program will not be able to accomplish this goal.
With the retirement of Dr. Larocco, there will be only one remaining tenure-track faculty who is
able to chair and to participate in committees for graduate students’ culminating activity in the area of
Bilingual Education. The remaining Bilingual faculty members are lecturers and are unable to
participate in graduate committees. We anticipate that with a new hire, we will be able to meet the
current needs and expand the Teaching English Learners MA Advising Pattern to teachers in our
service area. To accomplish this no new courses will be needed. There existing courses were
developed for the previous Linguistically and Culturally Diverse Learners (LCDL) MA Option. LCDL
was suspended in 2009, but the courses are used in the current Teaching English Learners Advising
Pattern of the General MA in Education.
The English Learner Panel of the California Commission on Teacher Credentialing (CCTC) has
proposed a new credential, the Single Subject World Language: English Language Development
Credential (WWL: ELD). Holders of this new credential will be able to teach English Language
Development content (including Specially Designed Academic Instruction in English – SDAIE –) at the
secondary level. They are also proposing an English Learner Specialist/Instructional Leader Credential
(EL Specialist). Specialist credentials are typically tied to a M.A. in Education option and require three
Rev 3/2014
6
years of K-12 teaching. The new hire would be able to provide leadership in adding the credential and
M.A. options and will be able to teach required coursework. The background of the existing part-time
faculty will enable them to provide support in these two new credentials.
The two tenure-track faculty members with experience in Bilingual/Crosscultural Education
have been called consistently to work on projects outside the B/CPPP for the good of the University.
Dr. Larocco has worked as the 50% Coordinator of Liberal Studies since 2005. Beginning in 2012, she
has been assigned five units per year to work on the Collaborative Professional Development Project
(CPD). The CPD unit release will continue through 2017. Even with these duties, she continued to
coordinate the B/CPPP until January 2014. However, she has not been able to teach B/CPPP courses
in recent years. Dr. Zartman has a similar unit release as Co-PI for CPD. In addition, he has served the
University for the past four years as Chair of the Executive Management Evaluation and Development
Committee (EMEDC). Due to the CPD and EMEDC responsibilities, and his history of success
teaching a graduate level research course for School of Education and Social Science students, he
has only been able to supervise a limited number of B/CPPP candidates, and he has not taught
B/CPPP courses, in recent years. It is crucial then, that we bring in fresh leadership to the B/CPPP.
We need someone whose primary foundational responsibilities serve the mission of this program. At
the same time, we need someone who has this specialized level of expertise to advocate for and
facilitate for instruction of Emergent Bilinguals across the School of Education.
C. Do anticipated program changes require reassignment of faculty? Identify
when and how such reassignment may be accomplished. Can anticipated
program changes be addressed by current temporary faculty’s knowledge and
abilities?
To ensure a smooth transition, Dr. Larocco worked with Maria Sudduth (1.0 lecturer), who
assumed the responsibilities of B/CPPP coordinator as of January 2014. Ms. Sudduth received the full
three units for coordination during Spring 2014. Since Maria will also be retiring in August 2014, the
two other part-time lecturers will assume Ms. Sudduth’s teaching load in 2014 - 2015. To facilitate this
process, Ms. Sudduth has taught three of the courses with one of the part-time lecturers this academic
year. These steps are being taken to ensure program integrity through a seamless transition until a
tenure-track faculty member is hired.
The three lecturers currently assigned to B/CPP and the one tenure-track faculty member are
approximately teaching 57 undergraduate, credential and/or graduate units in an academic year. The
three lecturers are teaching B/CPPP prerequisite and credential coursework and are responsible for
the bulk of the field site supervision. There is one tenure-track faculty member assigned on a part-time
basis to teach one pre-credential and one graduate course and to supervise candidates in the field
placements. As noted above, the current B/CPPP coordinator is a full-time lecturer who will be retiring
in August 2014.
California has begun to offer the “Seal of Biliteracy” on high school diplomas. With the “Seal of
Biliteracy” districts throughout the state are recognizing the importance and value of bilingualism. The
new ELD Standards recognize and encourage the use of the students’ primary language as a
springboard to acquiring English. This is a shift in the policies of the late 90’s and early 2000’s.
B/CPPP candidates must develop and demonstrate the linguistic skills to serve as bilingual models for
Rev 3/2014
7
their students. It is imperative to have B/CPPP tenure-track faculty members who can teach eloquently
in two languages (English/Spanish).
We also need a faculty member who can advocate for and facilitate broader understandings
across the SOE Unit. California has implemented the new Common Core and ELD Standards into all
facets of the curricula. It is also embracing more opportunities to develop biliteracy in its diverse pupil
population. This shift of focus in public schools requires professional development for faculty teaching
professional preparation courses. Bilingual Program faculty members have been instrumental in
providing professional development for faculty in Spring 2013 and 2014. A new tenure-track faculty
member will need to continue collaborating with colleagues in SOE to meet important goals set by the
unit to meet the needs of Emergent Bilinguals.
D. Identify those needs (other than faculty leave replacement) for which you expect
to be hiring temporary faculty.
Under the existing structure and without a new hire, temporary faculty will continue to teach the
majority all of the prerequisite and credential courses, supervise teacher candidates and teach
selected graduate courses that address bilingual education and Emergent Bilinguals (AKA: ELs)
issues.
E. Provide a brief overview of gender, racial / ethnic diversity of doctoral degree
recipients (or other terminal degree recipients) in your discipline. See:
http://www.norc.org/_layouts/NORC.Website/Pages/SearchResults.aspx?k=doct
oral degree recipients
According to a recent NSF study of doctorate recipients in teacher education, by
citizenship, race, ethnicity, and subfield (2012,
http://www.nsf.gov/statistics/sed/2012/pdf/tab22.pdf),
Total
Native
American
Asian
Black
Hispanic
White
More
than
one
race
Unknown
134
0
3
14
8
105
1
3
F. What are the diversity outreach efforts the department will employ for the
recruitment? For guidance see Appendix B of the Recruitment Manual found
at: http://www.csuchico.edu/faaf/facultyrecruit/index.shtml
The position announcement will be posted in the following professional journals:
Rev 3/2014

California Council on Teacher Education

California Association for Bilingual Education
8

Chronicle of Higher Education

National Association for Bilingual Education

Latinos in Higher Education
(https://www.latinosinhighered.com/)

Association of Mexican American Educators (http://www.amae.org/ )
In addition to discipline-specific SIGs and journals, the School of Education employs
several additional diversity outreach efforts. Vacancy announcements are posted on
the CSU, Chico website, the CSU, Systemwide website, and CSU Careers,
Employment Development Department (EDD). The Higher Education Recruitment
Consortium (HERC) is another tool used because HERC understands that diversity is
integral to institutional excellence and the need to remove barriers to the recruitment,
retention, and advancement of talented faculty and staff from historically excluded and
underrepresented populations. HERC maintains a list of higher education and related
publications, websites, associations, organizations, and professional societies that
serve diverse constituents and publish diverse content. Another outreach effort that
supports diversity is the Chancellor’s Doctoral Incentive Program. The program seeks
to increase the number of promising doctoral students who are interested in applying
and competing for future CSU instructional faculty positions and accomplishes this
goal by providing financial aid in the form of loans to doctoral students with the
motivation, skills, and experience needed to teach the diverse student body of the
CSU.
The School of Education makes certain that each candidate campus visitation
schedule includes an interview with the director of the Office of Diversity and Inclusion
to learn about diverse communities and support structures on and off campus.
Additionally, we have had the Office review our recruitment information to make sure
that the message sent is one of inclusion.
Rev 3/2014
9
IV. Search Request and Program Review Documentation
1. Attach a DRAFT of a Vacancy Announcement for which you wish to conduct searches in
2014-2015. Announcements must clearly identify the qualifications that will constitute
screening criteria, and the responsibilities that appointees will be expected to perform. A
vacancy announcement template (Form 3) may be found at:
http://www.csuchico.edu/faaf/facultyrecruit/formsandsamples.shtml.
2. Provide the following current data:
(1) Number of full-time tenured faculty (include FERP faculty as 0.5)
(2) Total FTEF (include Chair)
(3) Number of tenure-track faculty
(4) Number of 3 year entitlement 1.0 temporary faculty
(5) Number of faculty in FERP
(6) Number of full-time administrators with retreat rights
(7) Number of faculty regularly teaching outside the
department/School (note time fraction and department)
(8) Amount of administrative time currently allocated to department
chair or school director
13.50
34.39
6.00
3.00
5.00
0
0
.80
3. FTES Trends - Provide data from AY 2008-2009 through AY 2012-2013 that
demonstrates the trends in the FTES by various faculty ranks and appointment type.
See Insight for reports. Note: The following report includes both temporary faculty as
well as tenured and tenure-track sorted by rank.
Faculty By Rank
Go to Wiki
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013
2005F
2006F
2007F
2008F
2009F
2010F
2011F
2012F
ADMINSTRTR
4.40
22.73
14.98
0.00
0.00
10.85
0.87
0.98
ASSISTANT
0.00
12.00
27.08
24.80
27.35
0.00
0.00
0.00
ASSOC PROF
8.80
28.60
75.82
97.57
75.52
86.33
50.40
72.73
181.20
191.80
108.37
97.47
145.42
139.57
230.57
210.07
INSTRUCTOR
89.53
42.60
80.10
61.52
101.42
85.80
104.12
122.73
OTHER
10.53
13.20
12.55
4.40
0.00
0.40
21.72
21.10
PROFESSOR
166.73
129.67
134.78
129.55
76.30
72.00
127.05
153.50
Total
461.19
440.60
453.68
415.31
426.01
394.95
534.73
581.11
ASST PROF
SSource: Insight
Home>Academic_Program_Review>CFR_5.0>Faculty Enrollment-FTES-SCU by Faculty
Rank
Note: Select ’Fall’ as the Term and ‘FTES’ as the data type.
Rev 3/2014
10
Faculty By Appointment Type
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013
2005F
2006F
2007F
2008F
2009F
2010F
2011F
2012F
Part-Time
175.00
185.00
208.00
167.00
237.00
188.00
196.00
200.00
Tenure Track
286.00
256.00
246.00
248.00
189.00
207.00
338.00
381.00
Total
461.00
441.00
454.00
415.00
426.00
395.00
534.00
581.00
Source: Insight
Home>Academic_Program_Review>Instruction>Faculty>Faculty_Enrollment_FTES_SC
U_by_Faculty_Status
Note: Select ‘Fall’ as the Term and ‘FTES’ as the data type.
4. Student Faculty Ratio (SFR) Provide data demonstrating the Student to Faculty Ratio
[FTES/FTEF] in the department over the past 5 years. See Insight for reports.
Student Faculty Ratios
Term
Low er Division
Upper Division
Graduate Division
Total (All Divisions)
F 2008
FTES
40.50
FTEF
1.263
FTES/
SCU/
FTES/
SCU/
FTEF
FTEF FTES FTEF
FTEF
FTEF FTES
32.07 481.00 513.28 31.676 16.20 241.26 65.12
FTEF
5.998
FTES/
SCU/
FTES/
SCU/
FTEF
FTEF FTES
FTEF
FTEF
FTEF
10.86 133.38 618.90 38.937 15.89 232.41
F2009
58.00
1.641
35.34 530.16 458.63 22.367 20.50 306.03 139.18 9.929
14.02 188.74 655.82 33.937 19.32 282.55
F 2010
54.33
1.688
32.19 481.93 396.48 21.629 18.33 273.75 111.05 9.143
12.15 157.17 561.87 32.460 17.31 251.74
F 2011
62.45
2.633
23.72 355.68 365.47 19.919 18.35 273.86 106.80 6.817
15.67 197.89 534.72 29.369 18.21 263.56
F 2012
54.48
2.127
25.62 383.87 414.17 21.174 19.56 292.15 112.47 7.496
15.00 192.77 581.12 30.797 18.87 274.30
Source: Insight
Home>Institutional Research>APDB Reports> Course_Section_Report
Note: Report provides totals for each year requested.
5. Trend in Majors - Provide the trend in Majors from 2008-09 through 2012-13.
Majors
EDUC
PSED
Bachelors
Masters
117
106
100.5
130.5
121.5
Total
117
106
100.5
130.5
121.5
Bachelors
7.5
20.5
12
5
Total
7.5
20.5
12
5
Source: Insight
Home>Department Chairs>Majors by Program AY Averages - provides totals for each
year requested.
Note: This report counts all major programs that a student has declared and consequently does not reflect
official census counts because it double-counts any student with more than one major.
Rev 3/2014
11
6. Add any supplementary information regarding the position request, additional
documentation supporting a request to hire at an advanced level or particular
expectations to be written into the appointment letter. (If the position is part of an
interdisciplinary hire, explain that here.)
7. Graduation Rates and Persistence – OPTIONAL SECTION (Appendices A & B)
1. Summarize the data on retention and graduation rates for the program over
the past 5 years. Note: Changing majors within the department is common
and skews data. Pre- vet and credential students must take additional
classes. See Appendix for data to summarize.
The B/CPPP candidates are considered graduate student and apply and have to be
admitted to Graduate Studies prior to starting the program. Retention and graduation rates are not
applicable in this situation.
2. Describe the program’s efforts at improving these rates. (Activities
might include changes in advising practices or other high impact
practices.)
Even though B/CPPP is a graduate program, we have implemented several
strategies to recruit and retain students.
 Bilingual Faculty wrote a NPD five-year grant awarded in 2012. The
B/CPPP student teachers participate in the Collaborative Professional
Development (CPD) Summer Science and ELD Institute along with area
in-service teachers. The grant provides a $3,000 stipend for the student
teachers during their credential year.
 As part of the CPD Grant, a recruiter has been hired to assist our efforts
to increase enrollment. This has enabled us to augment the recruitment
efforts carried out by the Liberal Studies Program at local community
colleges and high school College Fairs.
 There are two knowledgeable advisors in Liberal Studies responsible for
advising prospective Bilingual Program candidates
 B/CPPP faculty members have instituted Information Meetings to assist
students in preparing to apply for the program. In addition to a Program
overview, the Fall meeting provides information about program
requirements and the application process. In early- to mid-February we
have another meeting with the prospective students to help them
complete the application and answer questions prior to the submission
deadline of March 1.
These strategies have helped increase enrollment by ore than 30% in the past 5
years.
Rev 3/2014
12