FIVE-YEAR PLAN FOR FACULTY RECRUITMENT
CSU CHICO (Version 2.2)
School/Department
College
Date
School of Education
College of Communication and Education
4-1-14 request for 2014-15 AY search
Inclusive Years
Fall 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?
Brief Description of the Program and Contributions to University Priorities
The Special Education Program provides instruction across both undergraduate and graduate programs
in the School of Education both inside and outside of the classroom (Strategic Priority One). The following
pathways are offered:
•
Undergraduate Minor in Special Education (includes Integrated Teacher Education Core-ITEC)
•
Education Specialist Preliminary Credential Mild/Moderate Disabilities
•
Education Specialist Preliminary Credential Moderate/Severe Disabilities
•
Concurrent Dual Credential Program: Mild/Moderate Disabilities and Multiple Subject Credential
(with Bilingual Authorization Option)
•
Concurrent Dual Credential Program: Mild/Moderate Disabilities and Single Subject Credential
•
Northeastern California Partnership Regional Special Education Internship Program: Mild/Moderate
and Moderate/Severe Disabilities
•
Rural Teacher Residency Program: Education Specialist Mild/Moderate Disabilities
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•
California State Autism Spectrum Disorder Authorization
•
Master’s Degree in Education – Special Education Pathway
The Special Education Program serves an average of over 175 students annually, including those taking
pre-requisite courses. For this fall 2014 semester, for example, the numbers in special education (not
including the MA program) are as follows:
• Number of students enrolled (as of August 9): 413
•
Number of units offered: 94
•
Number of courses (some with duplicate sections): 18
o 100% of the courses are either offered online, hybrid, weekends, or onsite
supervision (Enhanced use of technology in course delivery is a continued focus)
These program pathways are distinguished as high quality teacher preparation programs and are
recognized for their wide-range appeal to future specialists as well as to future general education teachers
and teachers of culturally diverse and second language learners (Strategic Priority One).
Since 1988, the Special Education Program has been repeatedly identified as a University Center of
Excellence and is recognized within the state and nation as exemplary. Program awards include Program
of Excellence from the California Council on Teacher Education (CCTE) 2002, State Farm National
Service Learning Award for Excellence in Teacher Education (2009), American Council of Rural Special
Education Exemplary Program (2004), recognition by Office of Special Education (OSEP), U.S,
Department of Education for Excellence in the Regional Internship Program. Special Education faculty
have designed innovative professional preparation programs that are considered California state models and
that have attracted over 10.2 million dollars in competitive, external funding (Strategic Priority Five).
Individual faculty have been recipients of several state and national awards and serve on national and
statewide committees and boards that contribute to ongoing research and national/statewide policy
development for the profession (Strategic Priority Two). Faculty have promoted cross-disciplinary
teaching and projects with the Department of Psychology, the Department of Communication Sciences
Disorders and the Department of Kinesiology, the Bilingual Teacher Preparation Program, and the Liberal
Studies Major.
The Special Education Program serves a 14-county, 43,000 square mile range, maintaining formal
partnerships with 43 K-12 public school LEAs, as well as 5 community colleges (Strategic Priority Four).
Annual evaluations by the Special Education Regional Advisory Board verify the program routinely meets
and exceeds specified performance targets in multiple areas:
 Innovative programming
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
State and national policy information

Assessment of student outcomes

Securing external funding and candidate scholarships

Recruiting diverse student populations

K-14 linkages and leadership in professional development
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
•
Local candidate supervision in remote areas of the region
Yet, at this time, the Special Education program faculty profile shows a major obstacle to program
continuance. The need for special education faculty has been documented annually in strategic plans
from the School of Education since 2008. Caught in the hiring freeze and a historical pattern of few
allocated faculty positions, the program currently has three (4) tenure track faculty members, two (2)
half-time FERP faculty, and thirteen (13) adjunct members. Part-time faculty are primarily
practicing K-12 professionals or public school retirees with limited availability. New state standards
and new credential program pathways have increased access to special education classes.
Summary
The Special Education Program in the School of Education has proven to be an exemplary, selfsupporting unit for prevention and intervention training, one able to make vital contributions to both
basic and specialist education. Stabilizing existing part-time faculty allocations and investing in the
future is the first priority for support.
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.
2. Using the table below, identify faculty currently performing these responsibilities, noting
by year any retirements anticipated in the next five years.
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(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.
Recruited 2013-2014 academic year, offer has been extended to Tal Slemrod
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?



Employing long distance technology to advance the development of the Ed Specialist/Ed
Specialist Intern program that serves our rural, remote, region.
Being responsive to on-going requirements by CTC and accreditation: possible movement
towards changing the Ed Specialist credentialing structure to require a multiple subject
credential.
Responding to the impact of additional special education candidates recruited through a newly
acquired 5-year federally funded project (2013-2018)
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?
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
The need for on-line course delivery will require a qualified individual with expertise in the
area of long-distance learning. The current faculty member with this training has retired
and entered FERP as of Fall 2013. In accordance with Goal 4 of the Strategic Plan, the
School of Education is committed to addressing the critical need for special education
teachers throughout the region. Revising the delivery of special education courses for
regional accessibility speaks directly to this goal. The current tenure track faculty (and
temporary faculty) do not possess the knowledge and abilities to address these
anticipated program changes to the degree needed by Fall 2014.

During the last two years, SOE has added two pathways that lead to an Education
Specialist credential. These two pathways have increased the number of students
enrolling in Ed Specialist pre-requisite courses and required credential program courses.

A critical factor for program development efforts is the inability of temporary faculty to
provide needed service to the program or the SOE. Temporary faculty do not share in
tasks of program development/improvement, dissemination, grant-writing, M.A chairs,
and advisement information functions. Nor can temporary or part-time faculty represent
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consistency in the regional K-12 partnerships or teach in much of the daytime program
coursework. As a result, tenure-track and tenured faculty members spend inordinate time
and energy to coordinate the efforts of the large and inconsistent part-time faculty.
D. Identify those needs (other than faculty leave replacement) for which you expect to be
hiring temporary faculty.
The following table provides a list of the current courses taught by temporary faculty.
(Table removed to protect faculty privacy)
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=doctoral
degree recipients
According to a recent NSF study of doctorate recipients, by citizenship, race, ethnicity,
and subfield (2012, http://www.nsf.gov/statistics/sed/2012/pdf/tab22.pdf), of
recipients,
Total
Native
American
Asian
Black
Hispanic
White
More
than
one
race
Unknown
231
0
5
20
11
187
5
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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
In addition to discipline-specific SIGs and journals, the School of Education employs
several 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
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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.
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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.
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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.
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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.
2. Describe the program’s efforts at improving these rates. (Activities might
include changes in advising practices or other high impact practices.)
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