AHSS FULL TIME FACULTY REQUESTS (ALPHABETICAL ORDER)
Anthropology (1 position)
Communication Studies (2 positions)
Early Childhood Development (1 position)
Ethnic Studies (1 position)
Geography (1 position)
History (1 position)
Interior Design (1 position)
Music (1 position)
Sociology (1 position)
Discipline: ANTHROPOLOGY
1 position requested
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring
2013 Fall 2013 Spring
2014 Fall 2014 Spring
2015 FTEF (Contract) 0.92* 0.72* 0.52* 0.72* 0.52* 0.72* FTEF
(Temporary) 2.16 1.96 2.72 2.36 2.52 2.52 # of Contract
Faculty 1 + 1 on
pre-retir. 1+
1 (not
teaching) 1 1 1 1 *Full-time faculty also teaches ANTH 1 for the PACE program. Data are not included here.
Data for courses that are taught off-campus by part-time faculty, at middle and high schools were
also not included.
Name of Recently Retired Faculty (in last 3 yrs) Date Retired 1 instructor, Cultural Anthropology June 2013 Criteria 2.
Semester end departmental enrollment pattern for last three years.
Fall 2012 Spring
2013 Fall 2013 Spring
2014 Fall 2014 Spring
2015 Success Rate: 73% 64% 68% 70% 69% 69% FTES: 60.80 62.76 67.93 65.56 62.73 64.26 Briefly describe how a new hire will impact your success/retention rates.
1) Since the departure of one full-time instructor at the end of spring 2012, the Cultural side of
Anthropology has been somewhat deemphasized. We need an instructor who can reenergize
the cultural side of Anthropology, and is well versed in Cultural Anthropology and can teach
not only ANTH 3 (Social and Cultural Anthropology), but also more specialized courses such
as ANTH 5 (Cultures of the U.S. in Global Perspective), ANTH 7 (Introduction to
Globalization: an Anthropological Perspective), ANTH 8 (Native American Cultures) which
has not been taught recently, ANTH 12 (Magic, Religion, Witchcraft and Healing), and
possibly ANTH 4 (Language and Culture).
2) While several adjunct faculty have been actively involved in extra-classroom program
initiatives, they are not able to fulfill the roles of full-time faculty in meeting the program’s
goals and objectives. They are not often as available to students as full-time faculty simply
because they are not on campus as much. Our students need more support overall, and
Anthropology majors need strong mentoring. 2b. Librarian and Counselor faculty ratio. Divide head count by the number of full time faculty.
For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012 Criteria 3.
Spring 2013 Fall 2013 Spring 2014 Fall 2014 Meets established class size.
Fall 2012 Spring
2013 Fall 2013 Spring
2014 Fall 2014 Spring
2015 WSCH 1,875 1,942 2,071 2,023 1,906 1,973 FTES: 60.80 62.76 67.93 65.56 62.73 64.26 WSCH/FTES 651.04 674.31 602.03 656.82 626.97 608.95 If there are any external factors that limit class sizes, please explain.
The lack of availability of large classroom at popular times (i.e. MW and TTh at 10:30 am)
limits class size. Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
We need someone who can reenergize and develop the cultural side of Anthropology. ANTH 8
is on the books, but has not been taught in the past five years, yet it is an elective for both the
AA and the AA-T degrees. We also must spend more time promoting classes such as ANTH 5,
a class that meets the American Cultures requirement, and ANTH 7, a class that focuses on the
effects of globalization on different cultures.ANTH 1 and 1L have been identified as bottleneck
classes.
ANTH 1 satisfies the natural science requirement and, together with ANTH 1L, it satisfies the
lower-division science requirement for many students.
Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
• Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
• Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
• Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
Tier 2:
ANTH 1 and 1L have been identified as bottleneck classes.
ANTH 1 satisfies the natural science requirement and, together with ANTH 1L, it satisfies the
lower-division science requirement for many students.
Tier 3:
ANTH 1 has a cap of 44, and is routinely overenrolled. This is consciously done in our
discipline to support the lower-enrolled Anthropology classes. All our courses fulfill GE
requirements and are transferable to CSU and UC schools.
Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one. Is this a new program or is it designed
to enhance an existing program? Please explain.
This is not a new program. We offer an AA and an AA-T degree. Criteria 7.
CTE Program Impact.
N/A Criteria 8.
Degree/Transfer Impact (if applicable) List the Certificates and/or AA degrees
that your discipline/program offers. Provide information about the number of
degrees awarded in the last three years.
Degree/Certificate # Awarded 2011-2012 AA requirement 2012-2013 2013-2014 2014-2015 0 0 1 1 N/A
30 35
F14: 8
F15: 33 GE transfer requirement Declared major Criteria 9.
Describe how courses and/or services in this discipline impact other
disciplines and programs. Be brief and specific. Use your program review to complete this
section.
ANTH 1 and 1L have been identified as bottleneck classes.
ANTH 1 satisfies the natural science requirement and, together with ANTH 1L, it satisfies the
lower-division science requirement for many students. Criteria 10. Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your request.
We are currently relying on part-time faculty to teach online ANTH 1, ANTH 3, and ANTH 4.
Online instructors must submit a proposal for the courses they will teach, and undergo
thorough training. If a part-time instructor cannot or will not teach an online class for which
they have been trained, the class has to be cancelled. Discipline: COMMUNICATION STUDIES
2 positions requested
Criteria 1.
Percent of full-time faculty in department.
Fall 2012
Spring 2013
Fall 2013
Spring 2014
Fall 2014
FTEF (Contract)
3
3
3
3
3
FTEF
(Temporary)
0
0
0
0
0
# of Contract
Faculty
3
3
3
3
3
Name of Recently Retired Faculty (in last 3 yrs) Christine Warda. Date Retired: 12/31/15
Additionally, even thought this document only asks for the last 3
years, we believe it is important to note that Patti Keeling retired
in 2009 and was never replaced.
Criteria 2.
Semester end departmental enrollment pattern for last three years.
Fall 2012
Spring 2013
Fall 2013
Spring 2014
Fall 2014
Success Rate:
72%
72%
69%
76%
70%
FTES:
77.21
77.21
77.21
58.06
58.06
Briefly describe how a new hire will impact your success/retention rates.
1. The lack of FT faculty means students are underserved
Since Spring of 2013, our FTEF number have called for 7 Full time faculty (S’13: 6.94,
F’13: 7.67, S’14: 7.27, F’14: 8.07, S’15: 7.27). Yet, Communication Studies (CS) has only
had 3 FT faculty members in this time and we are going to go down to 2 in the Spring of
2016. CS is one of the “golden four” courses within the College. We are termed as such not
because of our silver tongues, but because students CAN NOT receive a certificate or
transfer to a CSU without completing some of our classes. Despite this need, CS classes,
particularly Comm. Studies 1 (public speaking) continue to be “bottlenecked”. Students are
regularly denied these classes because they are over-filled, denying their ability to graduate,
transfer, or complete other educational goals. More FT faculty members will allow us to
add classes, allowing more students to meet their educational goals. Additionally, there is a
devastating and dangerous overreliance on PT faculty in the CS department. Chabot
College, as a whole, has a 46.2% to 53.8% FT to PT ratio, meaning that nearly ½ of all
classes at the college are taught by FT’ers. The CS department is currently at 35%, over
11% BELOW the college average. This is going to become more dramatic with the
impending retirement of christine warda. In the Spring of 2016, the FT to PT ratio in CS
will be 22%, which is 25% below the college average. For a department that nearly two
thousand students MUST go through each year in order to meet their educational goals,
having only 1.8 FT’ers is unsustainable. We are asking for 2 FT faculty members. We
believe that these FT’ers should be able to teach all the classes we have to offer, including
hiring another Forensics-capable instructor. Adding these 2 new FT’ers will move our
FT/PT ratio to 45%, still under the College average, but just barely. For a discipline that is
growing in both majors and students served, a discipline that is a REQUIREMENT for a
majority of students, a discipline that is innovative, this isn’t a request: it’s a necessity. We
are only asking to be average.
a. Fill rates of Comm. classes demonstrate the need
Communication Studies 1 (public speaking) is our main required course. 76% of all our
course offerings from 2012 – 2015 were Comm. 1. According to the enrollment reports
from 2012 – 2015, Comm. 1 classes were over-enrolled at 105%. As a discipline over the
last 5 years we are at 109% of capacity. Other classes that meet the Oral Communication
requirement, Comm. 20 and Comm. 46 were also near or over capacity as well. Having
more FT faculty members will allow us to expand our offerings, allowing more students
into the classrooms so that they may meet their educational goals, many of which rely upon
their completion of these courses.
b. We serve the most students in the Arts and Humanities … and it’s not even close.
According to the F’15 preliminary data, CS serves 957 students. This is larger than our 3
year average of 711 students a semester, but we are growing as a major and the school is
growing itself, most likely explaining the increase in students. The next largest discipline in
our division is Theater at 530. Due to the necessity of performance in our classes (speeches,
obviously), we will never generate the amount of WSCH that some of our colleagues
generate. However, even with this restraint, our FTEF is still above 7. Yet we only have 3
and will go down to 2 in the Spring of 2016. Regarding WSCH, we are working on ways of
increasing that number including better accounting of Forensics hours, the creation of a
one-unit large lecture course about public speaking in the community, and investigating the
raising of caps in our non-performance classes. However, due to our heavy workloads, we
have not been able to develop these new initiatives. Having 2 more FT instructors will
allow us to continue to develop new curriculum, be innovative, and allow more student
contact with instructors.
c. We have a lot of majors
Looking at the Comm. Studies and Speech majors combined (a system we are working to
condense), the CS discipline has 111 majors. Math only has 86 and English only has 80.
There is a discrepancy, though, as we only have 10 – 15 degree earners. There are a couple
of likely explanations for this: 1) due to our unbalanced workload and the lack of a
discipline head with reassigned time, we have not been able to help our students follow
through to their educational goals, and 2) students may not realize that they are meeting all
the requirements and are not announcing/declaring their completion at graduation. New FT
faculty members will help our students matriculate through they system better, allow us to
better monitor our majors and help increase success rates by allowing them to meet their
educational goals.
d. An overreliance on dwindling PT faculty limit services, accessibility, and collegial
participation
1. We love our PT faculty and are truly blessed to have dedicated members of academia
working with us. However, there are a number of limitations with having an over-reliance
on PT faculty. First, PT faculty get jobs elsewhere. Over the last three years, we have
literally been at our last PT’er to fill classes. When one of our instructors went on leave, a
FT had to work overload to fill that need. The Forensics team has had 5 Assistant coaches
in the last 4 years, including having 3 separate instructors turn the position down because of
a “lack of opportunity to apply for FT work”. Of those 5 Assistant coaches, 3 have left for
FT work elsewhere. We are nearly unable to staff classes, which would further narrow the
bottleneck in Comm, damaging student’s ability to meet their education goals. Additionally,
Chabot continues to lose out on talented instructors in the Comm. Field because of its
inability to hire them. As I write this, there are 4 members of the PT pool that are applying
for FT jobs at other colleges. We are falling behind.
2. The Discipline suffers
In a meeting about Jason Ames’ sabbatical proposal, the Dean of AHSS pedagogically
approved of his sabbatical, but sent a note to the VP along with his proposal. The letter
noted a hesitation from the Dean because she was unsure Jason could be replaced if he were
to leave. She noted that there could be a lack of structure and sustainability if he were to be
out. We agree. The overreliance on PT’ers and the lack of any new hires is unsustainable.
This also illuminates another issue: the overreliance on PT faculty stagnates the growth of
the FT’ers. Additionally, our ability to create new curriculum has suffered since we are too
busy managing the day to day activities of running the department. Next, our ability to
participate in college wide work suffers as well. christine warda stepped back from her
wonderful work in Staff Development in order to be of more use to the sagging Comm.
Department. Jason Ames stepped back from his work on the Academic Senate in order to
work within the CS department.
3. Students suffer
Being a PT faculty member is awful. They are underpaid, underinsured, and
underappreciated. They also do not hold the same number of office hours or have the same
presence as a FT faculty member does. Additionally, they don’t recommend tutors at the
same level, they don’t recruit members to the Forensics team at the same level, and nearly
all of them regularly miss discipline meetings where important decisions about textbooks,
staffing, and direction are made. All of these issues affect the success level of students.
4. Finally … we’re due.
The CS department has not had a new hire in 11 years. In 2005, Jason Ames was hired as a
4th member of the Department. The next year, Terry Petersen left and was replaced (re: not
a growth position) by christine warda. Dave Arrovolla retired a few years later and was
replaced (re: not a growth position) by Veronica Martinez. A couple of years after that, Patti
Keeling retired and was NEVER replaced. Since that retirement in 2009, we have asked for
a new position EVERY YEAR and always been denied. Since Jason was hired in 2005, we
have developed an AA-T, tripled our majors, created a Communication Lab, maintained a
national award winning Forensics team, and served the college in myriad other ways. And
we’re exhausted. In 11 years, Jason has traveled to every tournament with the team but for 3
days due to a lack of institutional support. We all work long hours. We all miss family,
events, and sleep to work on our craft. To ignore burnout and pretend it is merely something
we all go through is to ignore real issues about work life balance, stress, and mental health.
So, one more time: CS serves 950 students a semester. Our classes are overfilled. We have
over 100 majors. And we have fewer instructors than other disciplines we serve 40% fewer
students than we do. It is time for Chabot College to step up and help one of the most
important, dedicated, and life changing disciplines in this college.
2b. Librarian and Counselor faculty ratio. Divide head count by the number of full time faculty.
For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012
Spring 2013
Fall 2013
Spring 2014
Fall 2014
Criteria 3.
Meets established class size.
Fall 2012
Spring 2013
Fall 2013
Spring 2014
Fall 2014
WSCH
405.52
390.06
393.07
400.93
377.70
FTES:
83.50
87.70
98.83
94.95
100.09
WSCH/FTES
540/7.6
540/7.6
540/7.6
540/7.6
540/7.6
• I have no idea what the WSCH/FTES number is and I have no idea how to calculate
it. I’ve asked several people who also aren’t sure. If I am given some instruction on
how to calculate it, I’ll be happy to do the work and include that number.
If there are any external factors that limit class sizes, please explain.
Communication Studies students must, in all but 3 of our courses, MUST give speeches
and/or presentations. Using our biggest class (and the only class in the College that meet the
Oral Comm. Requirement outside of Comm. 20 and Comm. 46) Comm. 1: Public Speaking
usually has 4 or 5 speeches. These speeches average about 6 minutes (depending on
instructor, or course). Thus, in a 75 minute class session, with feedback and transition time,
we are able to get through roughly 8 – 10 speeches per session. With a cap of 25, this means
it takes 2 and a half days at LEAST to get through all speeches. In reality, it is usually 3.
That means, bare minimum, students are speaking 12 – 15 days a semester, or 3 – 4 weeks
of the semester. This leaves only 14 weeks of actual instruction. When you add in the
standard tests and mid-terms (yes, we do that as well), we’re talking (pun intended) 13
weeks of actual instruction. Any addition to that cap further restricts the instruction time,
making the classes pedagogically unsound. A view of the 3 major 4 year institutions that
offer Communication Studies degrees will demonstrate that our caps are in line with their
programs.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
With the retirement of christine warda, we will have 4 major instructional gaps:
1. Jason Ames will be the only instructor with Forensics coaching experience. The Forensics
team is the most successful competitive team on the campus, regularly bringing home
State and National awards. Additionally it serves as a feeder program to the
Communication Lab (1/2 of all tutors have Forensics experience). Without another FT
instructor with Forensics experience, the program and the campus suffer.
2. On-line courses: there is no FT instructor with on-line/hybrid teaching experience in our
discipline.
3. Performance: A major part of our discipline is performance communication. While Jason
and Veronica have performance experience, christine warda is an expert in this part of the
field. With her retirement, we lose a major part of a section of our discipline.
4. Health Communication: Health Communication is a growing part of the Communication
Studies discipline and we currently have no instructor nor any curriculum for this portion
of our field.
Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
• Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
• Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
• Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
Tier 2: Program Health: new faculty will help to alleviate bottlenecks in the Oral
Communication requirement, will help eliminate program gaps in performance, health
communication, and Forensics. It will also allow us to move successful initiatives like the
Comm. Lab, CIN!, and The Great Debate forward.
Tier 3: We’ve listed above the significant holes in student equity, the major bottlenecks in the
Oral Communication requirement, and how we have more majors than English and Math yet
have less than ½ of their FT faculty representation. This is clearly creating backlogs in meeting
student educational goals.
Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one.
Is this a new program or is it designed to enhance an existing program? Please explain.
Enhance our existing program. The Communication Studies department is obligated to be
productive and we try to go above and beyond the requirements. We simply need more fulltime faculty to accomplish this.
Criteria 7.
CTE Program Impact.
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate
# Awarded
2011-2012
2012-2013
2013-2014
(2015)
AA requirement
0
5
10
GE transfer requirement
40/42
16
40/42
40/42
32
56 (138)
Declared major
• I wasn’t sure what “GE transfer requirement” was asking, so those numbers
reflect the number of classes we offer that meet a GE requirement.
Criteria 9.
Describe how courses and/or services in this discipline impact other
disciplines and programs. Be brief and specific. Use your program review to
complete this section.
Everyone communicates. A large number of classes on campus have students give
presentations. COMM classes like COMM 46 also meet critical thinking requirements. We
teach students how to present their ideas in organized and clear ways, we teach students
how to formulate arguments and recognize fallacies, we teach students how to see other
perspectives, check their perceptions, and manage conflict in healthy ways. We teach
students how to advocate for their positions, defend their positions, research their positions,
and how to see other sides of their positions.
Criteria 10.
Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your
request.
I think this is all noted in the narrative above. Thanks for reading!
Discipline: EARLY CHILDHOOD DEVELOPMENT
1 position requested Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 FTEF (Contract) 40% 40% 52% 51% FTEF
(Temporary) 60% 60% 48% 49% 48% # of Contract
Faculty 6.03 6.50 6.43 6.22 6.47 52% Name of Recently Retired Faculty (in last 3 yrs) Date Retired Michelle Sherry (reduced load, pre-retirement) 60% time as of F 16 Kathy Kelley Fall 2015 Criteria 2.
Semester end departmental enrollment pattern for last three years.
Success Rate: FTES: Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 68% 77% 67% 73% 71% 110.59 114.43 116.56 113.14 118.21 Briefly describe how a new hire will impact your success/retention rates.
A full time faculty member is able to work collaboratively with other faculty to develop longterm strategies to help ECD students succeed and meet their goals. A full-time faculty member
can develop relationships with students which is known to be a factor in increasing students’ success. 2b. Librarian and Counselor faculty ratio. Divide head count by the number of full time faculty.
For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012 Criteria 3.
Spring 2013 Fall 2013 Spring 2014 Fall 2014 Meets established class size.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 WSCH 2364 3457 3518 3424 3580 FTES: 110.59 114.43 116.56 113.14 118.21 WSCH/FTES 30.4 30.2 30.2 30.3 30.3 If there are any external factors that limit class sizes, please explain.
ECD Lab classes (63 and 90) are limited to 25 and 15 students respectively. Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
N/A Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
• Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
• Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
• Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
Tier 2
ECD is a CTE Program and the field of Early Childhood Development has a sequence of state
required certification that prescribes certain coursework as well as a progression of classes.
Full time faculty help students plan their coursework to maximize the acquisition of
certification which speeds them toward employment.
Full time faculty are aware of the Certificates and degree requirements in ways that part time
faculty are not. Full time faculty meet twice per month where we are continually sharing
information about the field and making sure our courses are updated relevant to the state
requirements.
As these requirements change (and they will) they are in a position to plan meet and plan with
other faculty to help students bring their certification up to date.
To further Chabot College’s mission to help students achieve their educational goals, full time
faculty are more able to guide students’ as they access and use support services.
The ECD Program has embarked on NAEYC AA Degree Program Accreditation. (See
Program Review info). This undertaking required an enormous collaborative effort. This
collaboration has many moving parts and we can only expect full time members to devote the
time and effort towards this goal. Accreditation will benefit the students enormously. (See
Program Review info). Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one.
Is this a new program or is it designed to enhance an existing program? Please explain.
N/A Criteria 7.
CTE Program Impact.
As a CTE Program, helping our students move through our program successfully requires full
time faculty to meet with students on a regular basis to help them navigate the state
certification system. Full time faculty have the ability to meet during their work time with
community stakeholders, engage in conferences about requirements and developments in the
field. Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate # Awarded 2012-2013 AA requirement 2013-2014 2014-2015 26 16 27 647
354
610
29 13 26 GE transfer requirement Declared major certificates Criteria 9.
Describe how courses and/or services in this discipline impact other
disciplines and programs. Be brief and specific. Use your program review to complete this
section.
N/A Criteria 10. Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your request.
Difficult to hire adjunct for daytime classes. Many of our part-time faculty work in the field
during the day. Discipline: ETHNIC STUDIES
1 position requested
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 FTEF (Contract) 0 0 0 0 0 FTEF
(Temporary) 0 100 100 100 100 # of Contract
Faculty 0 0 0 0 0 Name of Recently Retired Faculty (in last 3 yrs) Date Retired Ethnic Studies has never had a full-­‐time faculty member Criteria 2.
Semester end departmental enrollment pattern for last three years.
Success Rate: FTES: Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 No courses
offered 65% 60% 82% 55% 0 4.4 4.1 4.6 4.7 Briefly describe how a new hire will impact your success/retention rates.
Chabot College has never had a full-­‐time Ethnic Studies faculty member. Because few courses are consistently offered, success rates tend to fluctuate significantly from semester to semester. Given the very low number of offerings, determining a true measure of student success in these courses is difficult. On average, however, students from Spring 2013 to Spring 2015 succeeded at an average rate of 65 percent. This success rate, while below the college average, places the program within the range of success rates observed in the Social Science Division over this same time period. A full-­‐time hire would bring stability and growth to the program (including, for example, consistent office hours, the development of learning support services and mentoring). 2b. Librarian and Counselor faculty ratio. Divide head count by the number of full time faculty.
For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012 Spring 2013 0 0 Criteria 3.
Fall 2013 Spring 2014 Fall 2014 Meets established class size.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 No courses offered 135.00 129.00 138.00 141.00 FTES: 4.40 4.10 4.60 4.70 WSCH/FTES 675.00 645.00 690.00 705.00 WSCH If there are any external factors that limit class sizes, please explain.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
See Critiera 5, tier 2.
Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
• Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
• Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
• Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
Tier 2: Ethnic Studies is a degree-­‐awarding program with no full-­‐time faculty member. Over the past several years, Ethnic Studies (overseen by affiliated faculty members) has requested additional FTEF and a full-­‐time Faculty hire. In order to move this program beyond the life support status it has been surviving at for numerous years, a full-­‐time faculty member with expertise in the field must be hired. To establish points of comparison, Berkeley City College is offering more sections of Ethnic Studies classes this semester (Fall 2015) alone (7) than the total number Chabot has offered since the Fall 2012 semester (6). The Peralta colleges each routinely offer dozens of Ethnic Studies classes each semester. Chabot has three Ethnic Studies courses listed in its college catalog. Berkeley City College has nine. Ohlone College has seven. San Jose City College has six. Merritt College has fifty-­‐five. This lack of depth, breadth and consistent offerings within the Ethnic Studies program at Chabot College is not the result of a lack of student interest in the program. Each semester an Ethnic Studies course has been offered at the college, it has been fully or over –enrolled. From Spring 2013 to Spring 2015, Ethnic Studies 1 was enrolled at an average rate of 103 percent, with a WSCH/FTEF productivity ratio of 681.00. Similarly, Ethnic Studies 3 (Muslims in America), taught in the Spring semesters of 2013 and 2014, enrolled at a rate of 101%, with a productivity ratio of 668.57. These are not low-­‐enrolled classes. These are classes that, despite little institutional support and no promotion, have continued to garner unswerving student interest. Given the very low number of offerings, determining a true measure of student success in these courses is difficult. On average, however, students from Spring 2013 to Spring 2015 succeeded at an average rate of 65 percent. This success rate, while below the college average, places the program within the range of success rates observed in the Social Science Division over this same time period. Again, this average rate of success for the program was achieved with little or no support (e.g student tutorial services). Tier 3: Ethnic Studies 1 (Introduction to Ethnic Studies) currently fulfills the American Cultures requirement where there is presently a bottleneck. A hire in this program could alleviate this bottleneck in two ways: (1) Offering more sections of Ethnic Studies 1 and; (2) Developing additional courses that could fulfill this requirement. Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one.
Is this a new program or is it designed to enhance an existing program? Please explain.
The revitalization of the program is not simply a matter of paying a faculty member to coordinate. This program needs a full-­‐time faculty member, currently expert in the field, provided with the resources and time to: (1) Complete the process of cross-­‐listing classes that is currently underway. This activity will involve meeting and coordinating with faculty members and deans across the college to establish appropriate disciplinary “turf” ensuring the stability and staffing of cross-­‐listed courses. In addition, new cross-­‐listed courses and adjustments to their already established counterparts will have to be submitted to the Curriculum committee for approval. This approval should include investigating the College Catalog for programs currently requiring proposed cross-­‐listed classes and, possibly, seeking out the appropriate adjustments to those programs.
(2) Develop new curricula reflective of the foundational needs of the program, the current state of the field and the demographic make-­‐up of the campus. Certainly, this process should involve the development of new Ethnic Studies courses. There is, however, additional potential in the program in its encouragement and facilitation of more curricula presented in cultural context. Might the English classes in Daraja and Puente serve as models for other disciplines? What might a Math class or a Biology class in cultural context look like? (3) Coordinate with existing learning communities (e.g. Daraja, Puente, and CIN) to develop, promote and administer cooperative programs, events and curricula that will be mutually beneficial. (4) Promote the Ethnic Studies program to support its expansion and increase the number of majors. This step will likely involve coordination with other programs, on and off campus, in the staging of campus events, the production of program literature, the development of service learning opportunities and the monitoring of articulation and transfer requirements.
Criteria 7.
CTE Program Impact.
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate # Awarded 2011-2012 2012-2013 2013-2014 AA requirement GE transfer requirement Declared major 14 12 16 Criteria 9.
Describe how courses and/or services in this discipline impact other
disciplines and programs. Be brief and specific. Use your program review to complete this
section.
In her 2011 National Education Association research review, “The Academic and Social Value of Ethnic Studies,” Christine Sleeter writes, “as national concern [has] shifted toward establishing curriculum standards and systems of accountability, with a few exceptions, efforts to make texts and other curricula multicultural [has] gradually subsided.” Has such a shift has occurred at this college? Ethnic Studies offers the potential to address three of Chabot’s five college-­‐wide learning goals (Global and Cultural Involvement, Civic Responsibility and Critical Thinking). Numerous studies have found Ethnic Studies curricula to foster community (Lewis, Sullivan, and Bybee 2006, Vasquez 2006) and aid learning of complex concepts (Matthews and Smith 1994, Tyson 2002). Ethnic Studies-­‐modeled curricula have also shown encouraging results in Math, Science and English education. (Rickford 2001, Lee 1995 2001 2006 2007, Lipka 1991, Lipka, Hogan, et al. 2005, Lipka, Sharp, et al.2005) Limited evidence at the Chabot College appears to support these findings. African American students in the Daraja Learning Community and Chicano and Latino students in the Puente Learning Community take Basic Skills English (English 102) with curricula modeled around their respective histories and cultures. Students in these classes consistently succeed and persist at higher rates than their college counterparts outside these learning communities. Success Rates in ENG 102: African Americans in Daraja and non-­‐Daraja Sections Fall 05 Cohort Fall 06 Cohort Fall 07 Cohort Fall 08 Cohort Fall 09 Cohort Fall 10 Cohort
Fall 11 Cohort Daraja 48% 79% Non-­‐Daraja 45% 49% 51% 51% 45% 90% 43% 80% 38% 66% 55% 58% Persistence Rates of Successful ENG 102 students in ENG 1A: African Americans from Daraja and non-­‐
Daraja Sections Fall 05 Cohort Fall 06 Cohort Fall 07 Cohort Fall 08 Cohort Fall 09 Cohort Fall 10 Cohort
Fall 11 Cohort Daraja 100% 100% 95% Non-­‐Daraja 90% 79% 88% 76% 86% 84% 94% 74% 95% 80% 66% Success Rates in ENG 102: Chicanos/Latinos in Puente and non-­‐Puente Sections Fall 01 Cohort Fall 01-­‐04 Cohort Fall 06 Cohort Fall 07 Cohort Fall 09 Cohort Fall 11 Cohort Puente 57% 66% 61% 64% 90% 77% Non-­‐Puente 49% 57% 53% 50% 56% 60% Persistence Rates of Successful ENG 102 students in ENG 1A: Chicanos/Latinos from Puente and non-­‐
Puente Sections Fall 01 Cohort Fall 01-­‐04 Cohort Fall 06 Cohort Fall 07 Cohort Fall 09 Cohort Fall 11 Cohort Puente 100% 97% 92% 90% 98% 95% Non-­‐Puente 75% 86% 89% 89% 82% 74% Criteria 10. Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your request.
As important as the potential gains for students of color offered by Ethnic Studies curricula, are the opportunities to create cross-­‐cultural pedagogies that creates community across race and ethnicity and challenges long-­‐held assumptions embedded in these categories of identity. To achieve this end will take more than token inclusion in existing courses. It will take pedagogies and curricula that examine these constructs in deep, systematic ways. Sleeter writes, “(s)imply infusing representation of racially and ethnically diverse people into curriculum, based on the assumption that students will develop positive attitudes by seeing diversity, makes only a marginal impact on students’ attitudes.” Rather, “democracy outcomes” are the result of courses that purposefully and intentionally center diversity as the focus of content, investigation and analysis and classroom discussion. Gurin, Dey, Gurin, and Hurtado (2003) define these outcomes as including “commitment to promoting racial understanding, perspective taking, sense of commonality in values with students from different racial/ethnic backgrounds, agreement that diversity and democracy can be congenial, involvement in political affairs and community service during college as well as commitment to civic affairs after college.” Ethnic Studies, then, has the potential (if appropriately supported by the college) to serve the multiple purposes of increasing student success and persistence and producing pedagogies and curricula that encourage cross-­‐cultural empathy and civic involvement. Discipline: GEOGRAPHY
1 position requested
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 FTEF (Contract) 0.95 1.1 0.95 1.1 0.95 FTEF
(Temporary) 1.2 1.4 1.4 1.2 1.4 # of Contract
Faculty 1 1 1 1 1 Name of Recently Retired Faculty (in last 4 yrs) Date Retired Desre Anderes May, 2011 Criteria 2.
Semester end departmental enrollment pattern for last three years.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Success Rate: 80% 77% 78% 79% 72% FTES: 50.7 55.83 47.0 49.88 46.8 Briefly describe how a new hire will impact your success/retention rates.
The Geography Program at Chabot now encompasses 6 different courses that must be offered regularly (every semester or every other semester) in order to enable completion of an A. A. or A. A.-­‐T degree in a two-­‐year pathway. The approval of our new Geography A. A.-­‐T degree program likely will attract more geography students. In order to attain a balance of course offerings that enable student completion of a program in our discipline over a reasonable time period, Geography needs another full-­‐time faculty member. In addition, we have not been able to retain any students in the GIS Certificate Program because of inadequate FTEF. The one full-­‐time time instructor qualified to teach the full course sequence for the certificate must teach other Geography courses every semester to cover the AA programs offerings. An additional full-­‐time instructor would enable us to schedule regular course offerings to enable recruitment and retention of students in the GIS program. 2b. Librarian and Counselor faculty ratio. Divide head count by the number of full time faculty.
For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 1:532 1:559 1:495 1:490 1:490 Criteria 3.
Meets established class size.
WSCH FTES: WSCH/FTES Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 1596 1755 1485 1554 1470 50.7 31.48 55.83 31.43 47.0 31.60 49.88 31.15 46.8 31.41 If there are any external factors that limit class sizes, please explain.
Introduction to Geographic Information Systems (GEOG 20) and our other 2 GIS courses (GEOG 21 and GEOG 22) are interactive GIS software training courses in our computer lab that work most effectively with a small number of students (8-­‐15 ideally). Smaller size allows more class time for 1:1 instructor—
student communication and coaching. Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
GEOG 1L – Introduction to Physical Geography Laboratory. This is a “core” course in our programs that has consistently high demand—we need to offer more sections. It is sometimes a “bottleneck”. GEOG 21, 22, 95, 96 – These are required courses in our GIS Certificate Program. We have insufficient faculty and FTEF to offer them in any timely way. Only GEOG 21 has been offered at all, twice, in Spring 2010 and Fall 2013. GEOG 12 – Geography of California. We lost our long-­‐time adjunct instructor for this course in Spring 2013. We have had to cut the frequency of offering this popular course. Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
• Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
• Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
• Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
Tier 2: • Geography needs another faculty member with expertise in GIS (we have only 1) to help in offering the 5 courses for the GIS Certificate Program at regular intervals. The GIS courses and GEOG 1L (Intro. to Physical Geography Lab) are bottlenecks in Geography’s program pathways. • The one full-­time faculty member performs all the administrative tasks of Geography’s 3 programs and teaches 4-­5 “preps” every semester. • Geography needs a faculty member with expertise in the regional geography of California. • The full-­time instructor spends large amounts of time outside the classroom to administrate the Climate Studies initiative in which Chabot was invited to participate by the American Meteorological Society in 2012. This initiative needs to move forward and is very relevant to the global public problem of climate change and global warming. Tier 3: • 4-­5 of our Geography courses are included in the core requirements or electives list of other disciplines’ programs, including Anthropology, international Studies, Political Science, Elementary Teacher Education, Liberal Arts, Sociology, Social Science, and Environmental Studies. • GEOG 1 and GEOG 1L have consistently high student demand because they can fulfill the GE Natural Science requirement and science lab requirement for transfer, respectively. Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one.
Is this a new program or is it designed to enhance an existing program? Please explain.
As with all fields, nothing beats real-­world experience. The only way to truly become proficient in GIS is to simply use it. At Chabot, we teach GIS as a hand-­on practical training experience. Enhance the existing 3 programs in Geography. And, potentially re-­instate a lapsed program that is important in most community colleges: Geology. We have the opportunity possible to hire a new full-­time instructor who would be qualified to teach Geography, GIS, and Geology. All we need is the imagination and determination to find one candidate who could fill these roles simultaneously. Geography has had only 1 full-­time faculty member since Fall, 2011. We have 12 courses that qualify for GE transfer under IGETC. 6 of these courses must be offered regularly in order to facilitate the 2-­year pathway for A.A. degree students who want to transfer to a university for a bachelor’s degree. All of our regularly scheduled courses fulfill GE transfer requirements for IGETC in either Area 4 or Area 5. The full-­time instructor is responsible for review, development, and student recruitment and counseling in 4 programs: Geography A.A., A.A.-­T, the new Environmental Studies A.A., and the Certificate of Proficiency program in Geographic Information Systems. Our WSCH/FTEF over the last 3 academic years for all of Geography is 648. Our core/popular lecture-­based courses, GEOG 1 & 2, have sustained WSCH/FTEF ratios over 700 consistently for the last 5 years and were significantly (800-­900) higher before our previous full-­time instructor who built this program retired. Introduction to Physical Geography historically has been a very popular course for students to fulfill their 3-­hour GE requirement in natural science. Geography 1 and our Physical Geography Lab course (GEOG 1L) are always full, in high demand, and often are bottlenecks in students’ progress through transfer programs. We tragically lost our very knowledgeable instructor for Geography of California, another popular elective course in the Social Sciences and a course with a nearly guaranteed future in light of California’s pattern of growth, its being largest in population among the states, and pressing water and other natural resources issues. We need to hire someone with the expertise and enthusiasm needed for this course dealing with our home environments. TEACHING THE TECHNOLOGIES OF GEOGRAPHY: GIS CERTIFICATE PROGRAM/GIS COURSES The technological tools that accompany Geography today are 2 of the most widespread technologies used in research and in everyday life today: remote sensing (including satellites and GPS) and Geographic Information Systems (GIS). Consider how ubiquitous internet mapping and location finding applications are. These are all GIS-­based technologies. GIS is an essential tool, used not only for mapping everything, but for marketing, environmental monitoring, urban and regional planning, natural resource development, and government data collection and analysis. GIS IS modern-­day map-­making and the architecture for digital data storage of location information. All the retail and service industries use GIS to track their customer’s purchasing patterns and develop marketing strategies. In all the environmental sciences, GIS is the most significant tool in natural resources assessment and monitoring. A contemporary example of the value of geography and GIS is its application to the water shortages—one of the most pressing issues of this century. So is climate change – another realm of 21st century science where trained GIS specialists are going to continue to be in high demand. Chabot anticipated the growing demand by instituting a certificate program in 2007. And yet we haven’t awarded a certificate because we don’t have sufficient FTEF to teach the course sequences while covering our other core geography courses.That’s what employers are looking for in a candidate’s resume—useful, practical skillsets that the prospective employee can provide. We need more Geography faculty to grow this area of our curriculum while we also sustain our courses in the fundamental principles, theories, and issues of world geography. Criteria 7.
CTE Program Impact.
N/A Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate # Awarded 2011-2012 2012-2013 2013-2014 Geography A.A. 0 1 0 Geography A.A.- T 0 0 1 Certificate of Proficiency in
Geographic Information Systems
(GIS) 0 0
0
no data 9 11 Declared Geography majors Criteria 9.
Describe how courses and/or services in this discipline impact other
disciplines and programs. Be brief and specific. Use your program review to complete this
section.
4-­‐5 of our Geography courses are included in the core requirements of electives list of other disciplines’ programs, including Anthropology, International Studies, Political Science, Elementary Teacher Education, Liberal Arts, Sociology, Social Science, and Environmental Studies. The specific Geography courses listed in other disciplines’ programs: Anthropology A.A.-­‐T – GEOG 2, 3, 10 on List C Anthropology A.A. – GEOG 1, 2, 5, 10, 12, 20 in Area B electives Elementary Teacher Education A.A.-­‐T – GEOG 5 in required core; GEOG 2 in List B International Studies A.A. – GEOG 2 as option in required core; GEOG 3, 5 in elective options list Liberal Arts A.A. – GEOG 2, 3, 5, 10, 12, 20 in emphasis option 3; GEOG 1, 1L, 8 in emphasis option 4 Political Science A.A.-­‐T – GEOG 2 in List B Sociology A.A.-­‐T – GEOG 2 on List C Social Science A.A. – GEOG 2 in required core Environmental Studies A.A. – GEOG 1 and 2 in required core; GEOG 10 in emphasis options 3 & 4 Criteria 10. Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your request.
Discipline: HISTORY
1 position requested
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 FTEF (Contract) 60% 48% 58% 48% 45% FTEF
(Temporary) 40% 52% 42% 52% 55% # of Contract
Faculty 5 5 5 5 5 Name of Recently Retired Faculty (in last 3 yrs) Date Retired Sherri Yeager and Lupe Ortiz (not replaced) 2016 and 2010 Criteria 2.
Semester end departmental enrollment pattern for last three years.
Success Rate: FTES: Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 62 62 62 64 60 169.30 168.80 161.16 169.82 154.73 Briefly describe how a new hire will impact your success/retention rates.
Our discipline has been identified as bottlenecked. Students shall enroll in history. It is an AI
requirement and there is an institutional American Culture requirement. AC is most often a
history offering, although it is not required to be such a course to meet the requirement. Our
enrollments are impacted and wait lists are long. We have seen an increase in our success
rates, but our classes are over enrolled. Historians are dedicated and engaged in many
strategies to retain students and to ensure their success. We will continue to cultivate our
strengths and employ strategies to improve success. 2b. Librarian and Counselor faculty ratio. Divide head count by the number of full time faculty.
For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 1:2112 1:2180 1:2130 1:2250 1:1968 Criteria 3.
Meets established class size.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 WSCH 5,166 5,153 4,932 5,168 4,779 FTES: 169.30 168.80 161.16 169.82 154.73 WSCH/FTS 731 655 660.51 656.92 640 If there are any external factors that limit class sizes, please explain.
History courses have large wait lists. Our class size are maximum 44. Despite the fact that our
courses are transferable to CSU and UC and an American Institution requirement, there are no
writing or reading requirements. We are open to all students without regard to co-requisite or
prerequisite issues. Obviously, our college level reading and writing standards would be best
supported with smaller class size. Moreover, best practices would support, without argument,
smaller class sizes to address basic skills issues. However, there are no such requirements.
Certainly, there is no argument to warrant any increase in class size. Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
Presently, online history courses are offered in History 2, 7, 8 and 12. The offerings of
History 8 are eliminated and/or further bottlenecked without the online course offerings.
The capacity for six courses over the school year translates into a loss for 300 students.
While one faculty member has taught and is approved for History all the above courses
online, that FTEF is already impacted across the history curriculum. Presently, there is
no solution to our instructional gap for History 8 without impacting other areas. Simply
stated: we need a replacement. Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
● Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
● Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward. ● Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.) Tier 1: there is no impact
Tier 2: discipline loses expertise in American Cultures requirement, while gap in
bottleneck grows without online offerings in History 8. Students are blocked from
successful completion and graduation in a timely manner.
Tier 3: impacted majors across disciplines and departments are detrimentally impacted
with loss of online courses. Presently, we have two faculty members leading initiatives in
basic skills with release time. Their loss becomes more severe to students’ access and no
replacement hiring creates greater bottlenecks. There will be a loss of online offerings
without replacement. Pathways are blocked for students across curriculum or delayed. Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one. Is this a new program or is it designed to enhance an
existing program? Please explain.
NO. Criteria 7.
CTE Program Impact.
NONE. Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate # Awarded 2012-2012 2012-2013 2013-2014 AA requirement GE transfer requirement Declared major 62 66
No data
available Criteria 9.
Describe how courses and/or services in this discipline impact other
disciplines and programs. Be brief and specific. Use your program review to complete this
section.
Students cannot graduate without completing their A/I and their American Cultures
requirement. We are also a discipline that meets elective and humanities requirements.
Moreover, we have two full time faculty released to support other program needs, which
impacts teaching within the discipline areas of U.S. History survey courses: Learning
Connections coordinator and Daraja. Finally, basic skills initiatives are key support to our
students in the success of our students. Criteria 10. Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your request.
Our retired faculty member teaches online courses. As a discipline, we have concluded that
our offerings of online courses are to be taught exclusively by our full time faculty. We have
made no compromises on this point. We will lose enrollment for three of our online History 8
courses. Moveover, Professor Yeager exclusively teaches these courses and two traditional
course offerings. We have no other full time faculty teaching History 8 courses. Upon her
retirement, we have no full time faculty teaching online History 8. Discipline: INTERIOR DESIGN 1 position requested
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 FTEF (Contract) 0 0 0 0 0 FTEF
(Temporary) 0 0 0 0 0 # of Contract
Faculty 0 0 0 0 0 Name of Recently Retired Faculty (in last 3 yrs) Date Retired 0 (there was never had full time faculty before) Criteria 2.
Semester end departmental enrollment pattern for last three years.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Success Rate: 79% 82% 60% 74% 103% FTES: 0.60 0.68 0.77 0.68 68% Briefly describe how a new hire will impact your success/retention rates.
This new hire will be able to lead Interior Design program. 2b. Librarian and Counselor faculty ratio. Divide head count by the number of full time faculty.
For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 0 0 0 0 0 Criteria 3.
Meets established class size.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 WSCH 231 319 271 279 281 FTES: 7.5 9.86 9.03 9.21 9.37 WSCH/FTES 385 467 353 408 411.42 If there are any external factors that limit class sizes, please explain.
N/A
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
There are not too much of instructional gaps but program service needs since there is no
full time faculty in Interior Design. Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
• Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
• Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
• Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
Tier 1: NKBA accreditation recommended
Tier 2: There is no full time faculty to lead this discipline. It will be health for Interior
Design Program. Especially, engage to community professional activities.
Tier 3: Students needs a full time faculty to address daily activities and learning. Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one. Is this a new program or is it designed to enhance an
existing program? Please explain.
This is to enhance an existing program that has never had a full time faculty before. Criteria 7.
CTE Program Impact.
No impact. Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate # Awarded 2011-2012 2012-2013 2013-2014 AA in Interior Design 2 1 2 Certificate of K&B 1 1 2 Declared major Criteria 9.
Describe how courses and/or services in this discipline impact other
disciplines and programs. Be brief and specific. Use your program review to complete this
section.
This is a professional degree program. There will be no impact to other disciplines. Criteria 10. Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your request.
Discipline: MUSIC
1 position requested
Criteria 1.
Percent of full-time faculty in department.
FTEF (Contract) Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 2 2 2 2 2 2 2 2 2 2 FTEF
(Temporary) # of Contract
Faculty Name of Recently Retired Faculty (in last 3 yrs) Date Retired Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Success Rate: MUSA 50
MUSL 76
MUSP 82 MUSA 52
MUSL 71
MUSP 86 MUSA 54
MUSL 74
MUSP 93 MUSA 69
MUSL 77
MUSP 92 MUSA 62
MUSL 78
MUSP 94 FTES: Approx. 142
combined Approx. 147
combined Approx.147
combined Approx. 122
combined Approx. 122
combined Criteria 2.
Semester end departmental enrollment pattern for last three years.
Briefly describe how a new hire will impact your success/retention rates.
We are in need of a full time hire to serve as the lead faculty member for the choral area. We
currently have an adjunct instructor overseeing this area however due to load limits we are
having to turn away students an audition for applied lessons spots. A full time hire would
increase WSCH/FTEF and FTES for the area as well an improve retention and success rates in
the MUSA area which has a low success. We have seen that success rates in this area decline
when a full time instructor is not teaching the sequenced courses creating continuity with the
progression. With the music area going though national certification, Spring 2016, this is a full
time hire that we as a college and our students need and deserve. 2b. Librarian and Counselor faculty ratio. Divide head count by the number of full time faculty.
For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012 Criteria 3.
Spring 2013 Fall 2013 Spring 2014 Fall 2014 Meets established class size.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 WSCH 4273 4433 4421 3566 3664 FTES: 142.4 147.8 147.4 122 122.1 WSCH/FTES 779 780 778 556 548 If there are any external factors that limit class sizes, please explain.
Yes. In ensembles the instrumentation of the ensemble determines size. In the applied area labs
and load factors determine class caps. With this new hire, we would be able to increase
WSCH/FTEF and FTES back to the 2012/2013 level by offering increased caps in the choral
area and by adding section of MUSL courses which we are not able to staff due to load limit
restrictions along with retention of sequenced courses e.g. A in fall, B in spring. Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
MUSL 2A-D, MUSA 23A/B, MUSA 40, MUSP 44, MUSP 45. Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
• Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
• Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
• Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.
Tier 1: National Association of School of Music (NASM) recommendation
Tier 2: Bottleneck and gap. We are not able to serve the vocal students at the same level
as instrumental students. This has lowered our WSCH/FTEF and FTES in the past few
years.
Tier 3: There is not equity in the offerings for vocal students at Chabot.
Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one. Is this a new program or is it designed to enhance an
existing program? Please explain.
Enhance and existing one. This was a full time position we had at Chabot at one time. Criteria 7.
CTE Program Impact.
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate # Awarded 2012-2012 AA requirement GE transfer requirement 2012-2013 2013-2014 Declared major Criteria 9.
Describe how courses and/or services in this discipline impact other
disciplines and programs. Be brief and specific. Use your program review to complete this
section.
Criteria 10.
Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your request.
This is a specialized position that is best when taught by one person. If this is split up between
several adjuncts to help with load limits it is very difficult to find someone just to some in and
teach two lessons for .75 CAH a semester.
Discipline: SOCIOLOGY
1 position requested
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 FTEF (Contract) 1.00 1.00 1.00 1.00 1.00 FTEF
(Temporary) 2.00 2.40 2.00 2.40 2.60 # of Contract
Faculty 1 1 1 1 1 Name of Recently Retired Faculty (in last 3 yrs) Criteria 2.
Date Retired Semester end departmental enrollment pattern for last three years.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Success Rate: 69% 66% 72% 70% 65% FTES: 79.40 76.51 74.00 79.93 88.70 Briefly describe how a new hire will impact your success/retention rates.
We need another instructor who can (1) be fully committed to building the program, (2)
advocate for program needs, (3) provide resources and information to students, (3) teach and
develop courses that will continue to serve Sociology majors and non-majors, (4) and assess
student progress in the program. The attention this individual will bring to our program will
help our success rates and our retention rates. 2b. Librarian and Counselor faculty ratio. Divide head count by the number of full time faculty.
For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012 Criteria 3.
Spring 2013 Fall 2013 Spring 2014 Fall 2014 Meets established class size.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 WSCH 2430.00 2331.00 2244.00 2423.00 22700.00 FTES: 79.40 76.51 74.00 79.93 88.70 WSCH/FTES 810.00 685.59 748.00 712.65 710.53 If there are any external factors that limit class sizes, please explain.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
We need someone who specializes in any of the following: Sociology of Marriage and the
Family, Race and Ethnic Relations, Crime and Deviance, and Research Methods for Sociology. Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
• Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
• Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
• Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
Tier 2 applies: Listed in the previous box are the courses where we could use faculty expertise
in Sociology. In addition, sociology offers courses that fulfill the American Cultures
requirement. These courses are bottleneck courses. Faculty expertise in this area will enhance
the program.
Tier 3 applies: Sociology classes are overfull. All our courses fulfill GE requirements. Majors
need the sequence of courses offered in order to graduate and many non-majors seek our course
to fulfill the GE requirements.
Criteria 6. Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one.
Is this a new program or is it designed to enhance an existing program? Please explain.
This is not a new program.
Criteria 7.
CTE Program Impact.
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate # Awarded 2012-2012 2012-2013 2013-2014 AA requirement GE transfer requirement 141 Declared major 151
213 (2015)
Criteria 9.
Describe how courses and/or services in this discipline impact other
disciplines and programs. Be brief and specific. Use your program review to complete this
section.
SOCI 1 (Principles of Sociology) is a required course for Nursing majors and Dental
Hygiene majors. Students need access to this course.
Criteria 10. Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your request.