ࡱ>  bjbjtt 418(nn4J(rrra a a mmmmmmm,qHthma a a a a m$rrm$$$a rrm$a m$$dik]1m7! gNmm0(ngt$tik$ik&ka a a mm$a a a (nta a a a a a a a a  n:   Faculty Position Justifications For 201516 Fiscal-Year ======================================================================= Division: Biological, Health, And Environmental Sciences Department: Biology Justification Statement for the Replacement of (1) Full-Time Faculty Position in the Biology program for 2015-2016 due to resignation - Anita Muthyala-Kandula, BHES Dean The most important area for improvement that needs to be addressed in the Biology Department is the lack of sufficient full time faculty in the Department. The high number of part time faculty fragments the goals of the Department due to lack of participation in the business side of the Biology Department. In our community and beyond there is high student demand for ýs Biology classes due to the highly favorable reputation of instructors and their teaching styles. Biology has worked hard to maintain a retention rate of 89%; success rates among targeted and non targeted student populations at 67% and 74% respectively. In addition the Biology department from academic year 2011 2012 to academic year 2013 2014 has seen a 12.8% growth in enrollment while the overall campus saw a 4.4 % drop in enrollment. This was also accomplished during a very challenging budgetary period. According to the ý College Program Review statistics, the enrollment in Biology has increased every successive quarter in successive years since 2007-2008. The Biology Department has responded effectively to the institutional goals for our targeted student populations. We have increased the success rates for African American from 63% to 64%. We have maintained the retention and success rates of Filipino/a and Latino/a students at constant numbers 73% and 65% respectively. In order to maintain and more importantly continue to grow the retention and success rates of our students, the Biology Department uses a variety of teaching methods such as hybrid classes and simulation labs. There are tutoring opportunities, clubs and special project opportunities available to students as well as office hour interactions with their instructor. These would be affected by the failure to replace the FT faculty position. When students are at risk of failing, the full time faculty coordinate tutoring or other support activities for the students to facilitate their retention and success. Most part time faculty do not have the time to spend more than the required classroom and office hours with students. The mission of the Biology Department is to transfer students majoring in Biology to a four-year college to complete their Biology degrees and enhance scientific literacy in the general population through General Education and prerequisite courses in support of the rest of the college . The Department has established contracts with many of the four year public colleges in the region that guarantee student transfer if the student adheres to the rules of the contract. The Biology Department provides laboratory science general education courses for students majoring in other disciplines at ý College as well as providing prerequisite courses in support of ýs Nursing Program and other health care programs such as pharmacy, optometry, respiratory therapy, physicians assistant, veterinary medicine and many more. Failure to fill this position would result in: the equity gap remaining open and affect further growth of students served by the department ie. enrollment, which would be seriously impacted. Full time faculty are needed in the Biology Department to address the problems of student retention, success and equity and cannot be met by the reduction in a full time faculty position. Student demand for our courses remains high and many students are left on waiting lists at the beginning of the quarter due to lack of instructors to teach courses. Division: Biological, Health, And Environmental Sciences Department: Environmental Science Justification Statement for the Replacement of (1) Full-Time Faculty Position in the ES/ESCI department for 2015-2016 due to retirement (New). - Anita Muthyala-Kandula, BHES- Dean The BHES Division formally requests a new full-time faculty member for the Environmental Sciences Department for the 2015-2016 Academic Year. The most important area for improvement that needs to be addressed in the ES/ESCI Department is the lack of sufficient full time faculty in the Department. At this time, there are 4 full time faculty members and approximately 17 part time faculty in the Department to teach at least 4974 students. The loss of an additional FT faculty would seriously fragment the goals of the Department due to lack of participation in the business side of the ES/ESCI Department. The ES/ESCI departments have shown a dramatic increase in demand for the General Education ES/ESCI Science courses specifically ES1, ESCI 1 and ESCI 1 labs The Environmental Science Department has continually tried to increase our student enrollment with the handicap of limited FT faculty. Students from all disciplines on campus enroll in our general education courses where we see our fastest growing student enrollment.We have tried to continue to increase enrollment in all ES/ESCI courses even with limited full-time faculty to guide students as well as mentor new PT faculty. Many of our students have a growing concern and awareness of the increasing environmental issues worldwide and want to be active participants in the ongoing conversations. We wish to further serve ý Colleges goals as a whole to increase student enrollment. We have a high student success rate in the targeted student populations, especially within the sciences! The Department continues to work to increase student enrollment in all its certificate/degree programs. The Environmental Science Department is committed to meeting student demand for high quality curriculum and closing the equity gap in retention and success within a fast growing science field. The department is committed to creating and fostering the interest of students and we are specifically dedicated to developing students skills in problem-solving and community and civic engagement. We believe that the hiring of this replacement full-time faculty position is vital to promoting our students awareness, discussion, and action on current and future environmental issues. We have experienced a decline in full-time faculty with the previous retirement of one full-time faculty member and due to this additional faculty retirement, there will be only 3 full-time to 17 part-time faculty in the department. Replacement of the full-time position will allow us to better serve students, continue to attract students into our ES/ESCI classes. In addition this full-time faculty member will assist in the mentoring of our part-time instructors, establishing and growing community partners an essential part of our internship classes. This full-time faculty member will also assist with our new and improved online classes. Division: Biological, Health, And Environmental Sciences Justification Statement for the Replacement of (1) Full-Time Faculty Position Environmental Science Instructor BHES The BHES Division formally requests a new full-time faculty member for the Environmental Sciences Department for the 2015-2016 Academic Year. Vicki Jennings formal letter of retirement has been submitted and this request provides justification to replace this critical faculty member for the department.This full-time position will oversee the Wildlife Science Technician (WST) majors courses within this certificate/degree program (including ESCI 20, 21 and 30), field clinicals for the WST Career Technical Education (CTE) program, and will include teaching general education courses. This position is absolutely critical for the following reasons:To grow our two-year/four-year link transfer program with SJSU and with other CSU/UC's for students interested in the natural and environmental sciencesone of few of its kind in the CCC system. The response by students to our programs have been outstanding and many students have transferred to science programs at SJSU, are well-prepared for undergraduate and graduate work (we provide extensive field experience and apply environmental science topics to local case studies), and have graduated and are working in related fields with a focus on conservation biology and biodiversity stewardship. To oversee a commitment to a 50-year long-term study of the region (through its field clinicals) with our existing partnerships with local and state transportation agencies, county and state parks, and private landowners (i.e. Hewlett/Packard Families at San Felipe Ranch).The WST CTE program is the first program of its kind in the CCC system in California and nationwide that has fully integrated community and civic engagement into all its courses and its technical certificates and degree.The Environmental Science Department has continually increased its student enrollment year after year, and students from all disciplines on campus enroll in our general education courses.We have increased enrollment in all ES transfer courses even with limited full-time faculty to mentor and guide students; students who have a growing concern and awareness of the increasing environmental issues worldwide. We wish to further serve ý Colleges goals as a whole to increase student enrollment. We have a high student success rate in the targeted student populations, especially within the sciences! The Department continues to work to increase student enrollment in its WST certificate/degree program; this is a crucial transfer program for ý College students.The Environmental Science Department is committed to meeting student demand for high quality curriculum and closing the equity gap in retention and success within a fast growing science field. The department is committed to creating and fostering the interest of students and we are specifically dedicated to developing students skills in problem-solving and community and civic engagement. We believe that the hiring of this replacement full-time faculty position is vital to promoting our students awareness, discussion, and action of current and future environmental issues.We have experienced a decline in full-time faculty with the retirement of one full-time faculty member and due to this faculty retirement, there are only 4 full-time to 17 part-time faculty in the department. An additional full-time position will allow us to better serve students, continue to attract students into our ES/ESCI classes, and this full-time faculty member will assist in the mentoring of our part-time instructors. This full-time faculty member will also assist with our new and improved online classes and MOOCs (Massive Open Online Courses). Division: Biological, Health, And Environmental Sciences Department: Nursing Justification Statement for the Replacement of (1) Full-Time Faculty Position in the Nursing program for 2015-2016 due to retirement. Anita Muthyala-Kandula Dean BHES Last year, the Nursing Department had 54% of the academic load taught by full time faculty. Losing a FT position to resignation will further impact this low ratio. Most importantly: the Nursing Program would be noncompliant with our outside accreditation agency (California State Board of Registered Nursing) requirements and the ý Nursing programs accreditation would be placed in jeopardy. The Board of Registered Nursing (BRN) requires nursing faculty to teach according to their specialty training and certifications, which require training/experience beyond a Masters degree. Due to the significantly more lucrative world of nursing employment in hospitals, most nurses cannot afford to take the cut in pay and benefits from their primary jobs to teach part time. This makes it difficult to attract and retain qualified PT faculty, and burdens full time faculty to constantly search for and effectively train new PT instructors. This affects time and quality with students, as does a constantly revolving door of new teachers throughout a students program. The large number of part-time faculty in the Nursing Department requires that FT faculty must spend extra time training and mentoring them and making sure the program meets the demands of the different clinical settings. Losing a FT position would jeopardize essential coordination and relationships between clinical sites and our program. These sites often hire our graduates based on our reputation and relationships. We consistently have a substantial waiting list (currently >100) to get into our program. There is ongoing evidence that the shortage of RNs will continue and the demand for RNs is expected to grow exponentially. The Affordable Care Act ensures this trend will not only continue but that this increase will be dramatic. It is critical to the health of our community that we continue to consistently produce high quality graduate nurses to answer that demand. We need adequate FT faculty in order to do this. Failure to fill this position would result in the program suffering a decrease in the quality and success rates of our graduates. In order to be successful in our program, meet the needs of our community, and practice nursing safely, our students need faculty that are familiar with, committed to, and provide consistent application of skills, knowledge and standards of practice. To maintain the retention and success rates of our students, FT faculty use a variety of teaching methods such as hybrid classes and simulation labs. When students are at risk of failing, FT faculty assist them in creating a plan for success, monitor their progress, and coordinate the tutoring, remediation or other support activities for students to facilitate their retention and success. Most PT faculty dont have the time to spend more than the required course hours with students, or to learn to use the sophisticated, high-fidelity manikins to perform simulations with students in the lab. By not participating in simulations, students are deprived of an opportunity to practice and learn in a safe environment where lives are not at stake and where they can work collaboratively with other students to manage and solve patient problems. Research demonstrates that simulation is valuable to performing safe and effective patient care in the hospital, where it really does count. PT faculty also dont have time to dedicate to learning use of the Catalyst system to be able to effectively teach a hybrid course. Division: Business, Computer Science and Applied Technology Department: Manufacturing & CNC Technology Position Title: Manufacturing & Computer Numerical Control (CNC) Instructor The request for a MFG & CNC Instructor is a replacement position for Mark Larson, who resigned and moved out of the bay area at the end of Spring Quarter 2014. The MCNC program is nationally recognized as one of the premier manufacturing programs in the country. Positions in this field are extremely hard to fill, especially at DeAnza, which utilizes some of the most advanced equipment in CNC manufacturing. Instructors in the manufacturing/cnc machining area are so hard to find that HAAS Automation (1 billion in annual sales) has reached out to DeAnza College with a potential generous donation to start a teacher training program for the western states during the summer. As of fall 2014 the MCNC Department has one full time instructor/coordinator and seven adjunct instructors, four were added (trial basis) during the summer and fall quarter in order to sustain the program. As of this writing we are one instructor short to teach a winter/day introduction course, which starts the second six week of the quarter. The loss of this day class could affect the following two accelerated courses in the spring (Certificate of Achievement). Replacing this full time instructor is instrumental in the heavy workload involving the CTE program in manufacturing / computer numerical control programming, outreach to high schools, program and course development, curriculum development, SLOs, PLOACs, equity and industry relationships. As in the past, services to our students would be enhanced by means of personal counseling, internships and paid positions. The program currently has partnerships, approved by the board, with HAAS Automation, DMG/Mori Seiki, Okuma and other major companies, which have donated/entrusted over $1.2 million in equipment/supplies based on our commitment to quality full time faculty and the support of the administration. Without a replacement some of these partnerships could be in jeopardy. The department is also currently on hold for our facility national accreditation from the National Institute for Metalworking Skills (NIMS) until our instructor situation is settled. Each instructor needs to be credentialed, which is extremely hard when you have so many part time instructors rotating on a trial basis. The replacement of an instructor was also a major concern of our advisory group, which consists of NASA/Ames Research Center, Apple, Northrup Grumman, Google, United Airlines, Lockheed Martin, SLAC and many other manufacturing companies in the bay area. Their concern was based on the quality of future students/employees without the mentoring and time commitment full time instructors give to students compared to part time instructors. Replacing this instructor is also instrumental in the future of the program. The MCNC is currently merging with the CDI program, which also lost a full time instructor due to retirement last year, and is going through a rebuilding process under the coordination of the MCNC department head. The new department, design and manufacturing, will combine design technologies, rapid prototyping, 3D printing and muti axis advanced cnc machining into one area (this is how companies on our advisory work). The replacement instructor would play a key role with development of this program, which is estimated to increase enrollment 10-20 percent over the next 2-3 years. Expertise, teaching ability, commitment and vision are the keys to maintaining and building the excellence of the future design and manufacturing department. A replacement position is fundamental to the continued success of the departmentand of our students. Division: Creative Arts Department: Music Position Title: Music Instructor/Instrumental Music and Secondary Area Position Request: Music Instructor/ Instrumental Music and Secondary Area Justification: The second largest department in the Creative Arts Division is the Music Department. The Music Department is composed of several distinct instrumental areas and core to the program is instrumental music. Each quarter the Music Department enrollment averages 800 students. The ability to attract and retain students is based on the continued ability to hire full time faculty to provide leadership and oversight of specific instrumental areas of performance. In the past two years, the number of full time faculty has declined from 6 to 4 positions and, with the indefinite leave by another full time member, the department at this time has declined from 6 to 3 full time faculty in just two years. To be able to rejuvenate the department, to recruit students to our outstanding Music Department, and provide the best performance education for transferring students who are Music majors, we are requesting this retirement position be filled at this time. The anchoring responsibilities of the position would be to recruit for and direct one or both the Symphonic Wind Ensemble and the Chamber Orchestra. Another aspect of the position would be to prefer a candidate with significant expertise in another instrument or other area of instruction most needed by the department. Failure to fill this position would result in: Continued stagnation and deterioration of the instrumental wing of the department. Part time faculty have been doing their best to maintain this area of the department since the departure of Robert Farrington, first from the instrumental area and then from his full time position. Part time efforts have been met with limited success due, in no small part, to the lack of time and responsibility to recruit students and maintain relations with high school programs, something central to successful instrumental programs in community colleges. We ask that responsibility for the instrumental wing of the department in terms of equipment, lockers, repairs, and instrumental loans be included in the responsibilities of the position. Division: Creative Arts Department: Music Position Title: Music Instructor/Piano and Secondary Area Position Request: Music Instructor/Piano and Secondary Area Justification: The second largest department in the Creative Arts Division is the Music Department. The Music Department is composed of several distinct instrumental areas and core to the program of the study of Music is Piano and Theory. Each quarter the Music Department enrollment averages 800 students. The ability to attract and retain students is based on the continued ability to hire full time faculty to provide leadership and oversight of specific instrumental areas of performance. In the past two years, the number of full time faculty has declined from 6 to 4 positions and, with the indefinite leave by another full time member, the department at this time has declined from 6 to 3 full time faculty in just two years. The department is in great need of rejuvenation. ý College is an All Steinway Institution, one of three community colleges in California. This full time faculty position is necessary to provide oversight of the fleet of Steinway pianos including its maintenance. To be able to continue to recruit students to our outstanding Music Department and provide the best performance education for transferring students who are Music majors we are requesting this retirement position be filled at this time. In addition to piano, there would be a preference for a candidate with strength in at least one other area such as musicianship/theory or an additional instrument. Failure to fill this position would result in: With the retirement of full time faculty member in Music/Piano and Theory, Anna Poklewski in 2012 the Music Department has found it difficult to sustain a performance level piano program for students transferring as Music majors with a concentration in piano. Several excellent and qualified full time and part time faculty currently teach beginning levels of piano. It is the ability to teach the higher levels of performance piano as well as to attract students intending to major in piano performance that is now missing with this retirement. The Music Department piano position oversaw the Steinway fleet of pianos for the college as well as fundraised all the funding for the continued maintenance of the pianos. If only this position is filled, we would ask that responsibility for the instrumental wing of the department in terms of equipment, lockers, and instrumental loans be included in the responsibilities of this position. Division: Intercultural and International Studies Department: Chican@/Latin@ Studies It is an institutional imperative that we, at minimum, replace the Chican@/Latin@ Studies FT faculty position that has been vacated due to retirement this academic year. The Latin@ population at ý College grew by 6,367 from AY 2010-2011 to AY 2012-2013, a growth rate of about 3,000 additional Latina@ students per year, and our 2013-2014 Program Review Data sheet shows the Latin@ population at 24%. At this rate our campus will likely cross the 25% threshold in Latin@ student population for the campus and become eligible for status as a Hispanic Serving Institution (HSI) in Fall of 2015. The Latin@ population is now the single largest ethnic group at ý College. There is abundant evidence in the body of educational research that demonstrates the importance of offering culturally relevant curricula to engage and support the retention and success of historically marginalized populations, especially those that are first in their family to attend college. Over the past two-years the one FT faculty member, along with five adjunct faculty members, have been meeting and planning course revisions and new course offerings to address and engage the growing Latin@ demographic, and we are working with the department chair of Mexican American Studies at San Jose State University to develop a curricular pathway from a ý College A.A. degree to a BA from SJSU. We need, at minimum, to replace this FT vacancy so that this work can be sustained and carried forward. Division: Intercultural and International Studies Position Title: Native American/Chicano(a) Studies Instructor Up until the mid 2000s, ý College had been not only a regional, but also a nationally recognized hub for Native American-focused teaching & learning and for community-based student engagement that was built around the annual ý College American Indian Pow Wow. Over the years the Pow Wow became the Colleges single largest community participatory event. This college-community connection was a significant contributor to the visibility, interest, and enrollment in the Native American Studies program. For reasons beyond the scope of this writing, the Pow Wow was discontinued and we lost this vehicle for student recruitment. We absolutely want and need to replace this position to preserve the integrity of our ICS department and to revitalize the NAS program, with an eye toward reestablishing our campus as a hub for Native American studies and community engagement. This is important not only to educate the general population about our Nations first peoples, but also to directly serve the regional Native community that still exists today (including the Ohlone people), although they remain largely invisible. We firmly believe that with a new full-time faculty member we can reestablish the prominent role that our campus once had for the statewide Native American Indian community. Furthermore, the faculty member who we bring into this position will serve as role model and greatly enhance the colleges link with the community, especially in the recruitment, retention and success of our Native American students and Latino(a) students who identify most closely with their indigenous roots. Consistent with national and global trends in Ethnic Studies, our Chican@ Studies department has been in focused discussions the past year on two themes: 1) the fact that our campus will soon reach the 25% Latin@ population and will be eligible for designation as a Hispanic Serving Institution (HSI), and 2) the need to reconfigure and rebrand our Chican@ and Native American Studies departments into one comprehensive department to better reflect our diverse Latin@ population, as well as the historic and cultural interplay between these cultural groups. With the anticipated growth in Latino(a) student enrollment, we must prepare by augmenting the Chicano Studies Department in both the number of course offerings as well as the breath of study. Even as we continue to reconfigure and rebrand these departments, this position will be assigned to both the Native American Department, as well as the Chicano Studies, focusing on the Indigenous peoples of North America, thus serving as a the curricular transnational link between areas of study. ý College, as a two-year academic institution, has the unique distinction of having a full-fledged Ethnic Studies program in the form of our Intercultural Studies (ICS) Department. Our ICS departments are part and parcel to the nature and character of our college, and especially among certain segments of our diverse regional community, our ICS program contributes as much to our Colleges positive reputation as that of being a highly successful transfer school. Division: Language Arts Department: English Position Title: English Instructor -2 positions English Department Full-Time Faculty Position Justification The English Department requests two replacement positions to teach English writing and literature courses and to foster continued improvement in our highly successful cohort programs such as Puente, Sankofa, and First Year Experience. Although fortunate to have hired two new full-time English faculty members last year, even with this addition, the full-time FTEF in EWRT amounts to less than 27% of the total FTEF. And of the 3 hires we were granted last year, we only were able to hire 2 of our desired candidates. With the additional retirement of a full-time English faculty member in Winter 2015, the department has another gap in our basic skills and literature instruction. Hiring in English at this time is vital to the ongoing improvement of our student success from basic skills to transfer and would represent a gain not only for the English department but also for the college as a whole. Emphasis on productivity in Language Arts through replenishing its literature and distance learning instructor pool makes sense for our core students, our core mission, and for our budget. Bolstering our cohort programs also makes sense as a campus priority since these programs measurably combine excellence in developmental teaching with foundational contributions to the campus equity mission. English enrollments are not just solid, but an area of growth on campus, and we can continue that trend through timely and effective hiring and planning. Consequences if these positions are not filled: The following negative impacts have already been felt, and would continue to erode our programs: The FYE program was forced to downsize, not because of budget or enrollment problems, but because they were unable to recruit full-time faculty, who are already stretched too thin, to teach in the program. The English department is currently conducting part-time interviews to staff 16 of our Spring 2015 classes. The department consistently relies on new part-time faculty to maintain our enrollment and avoid canceling classes, particularly in the spring quarter; however, this heavy reliance on new part-time instructors creates instability in the English program because we dont have the resources to properly train or mentor them all. We know that when instructor continuity is built into programs such as Puente and FYE, student success improves. Excessive reliance on part-time instructors in our cohort programs also undermines program continuity, reducing the potential for ongoing improvement in student success from quarter to quarter. Starting next year the English department is offering 2 new literature classes to our widely successful program: ELIT 41, Ethnic Literature of the Americas and ELIT 47B, World Literature: Africa and Latin America, and we need faculty with these areas of specialty in order to continue to grow as our students needs grow. Division: Language Arts Department: English As A Second Language (ESL) Position Title: English as a Second Language Instructor (3 positions) English as a Second Language (ESL) Full-Time Faculty Position Justification-- Jan 22, 2015 The ESL Department is requesting three critically needed positions for the upcoming hiring round. Enrollment statistics shows that the ESL Department serves 20% of the students on campus with 16 course offerings. We serve the Colleges many non-native, underserved/underrepresented students as well as international students. For many of these students, their access in higher education at ý starts with ESL. They then progress to certificate, workforce readiness, GE, major and transfer courses/programs. Without ESL, those programs would lose students. We fulfill the Colleges mission by providing these ESL students a pathway for literacy, economic stability and mobility, integration into their communities and transfer to 4-year universities. According to research done by Mallory Newell, students who take an ESL course have higher success rates than non-ESL students in all GE courses tracked, including EWRT 1A, MATH10, MATH114, CHEM10. ESL students have a fall-to-winter persistence rate of 93% compared to 88% for non-ESL students. In addition, 21% of students who take an ESL course receive a degree compared to 12% of students who do not take an ESL course. Demand for ESL classes is expected to grow. The International Student Program plans to increase enrollment by 25%. The English Department is changing its placement testing policy, which will likely funnel more students into appropriate ESL classes. Federal immigration reform will cause an influx of non-native speakers in community colleges. With the closure of adult education programs in the Bay Area, recent immigrants will look to community college for ESL instruction. With a recent retirement and a resignation, the ESL Department is down four full-time positions and now has only 10 full-time instructors. Currently, the Student Success Center (SSC) is lacking ESL resource faculty to provide input on the current needs of our students at each level. In addition, our full-time faculty attrition has resulted in the loss of collaboration and learning communities with Nursing, Business, Social Sciences, and Child Development. With the loss of full-time faculty, we have had to rely more heavily on new part-timers to meet the demands for classes (the FT-PT ratio has decreased to 31%). With 16 course offerings, we are overwhelmed with course revisions, SLOs and SLOAC work and have limited time to train and mentor new part-time faculty, which threatens the continuity of instruction.We do not have enough full-time faculty to norm courses and meet standards, ensure on-going improvement of equity and student success, or to collaborate and teach in Learning Communities. We need to infuse ESL with new faculty so that we can cultivate leadership, not only in the department, but also in college and district-wide organizations, programs and initiatives, and in the local community. With these positions, we will 1. remedy the inadequacies in our SLOs; 2. collaborate with other departments via avenues such as Learning Communities; 3. ensure the success and longevity of the programs serving ESL students; 4. ensure continuance of the on-going improvement of our student success from basic skills to transfer; and 5. build leadership in the Department, the College, the District and the community. Thank you. Division Learning Resources Librarian (FT, tenured, non-instructional) Due to a Board of Trustees approved retirement, the Learning Resources Division requests a Librarian faculty position for the 2015-16 academic school year. The justification below provides support to replace this position. Librarians serve in a unique capacity at ý: they have both formal instructional responsibilities and they collectively work closely with staff across all the functional areas of the library (reference, technical services, inter library loan, web development, access services, circulation, etc.). The enrollment in library courses has continued to increase over the past few years. Two Librarians support all the online WSCH generating courses offered throughout the academic year. It is important to note that LIB courses are part of the standard load without release time, overload, or adjunct faculty. Without a replacement, we will need to limit the sections offered next year thereby reducing opportunities for students to learn valuable research and critical thinking skills. As articulated in the Program Review, our Librarians teach over one hundred customized orientations in-class and in the library classroom throughout the academic year. In Spring 2014, the Library formed a partnership with the Speech Communication Department to infuse Information Literacy, a core competency at ý, into all introductory speech courses starting in Fall 2016. Orientation sessions will undoubtedly build momentum over the 2015-16 year as we return to the main building of the library and collaborate with Speech faculty. This critical instructional component will be significantly hampered if a replacement is not granted. A reduced faculty cadre in the Library will impact academic services we offer. Reference desk coverage, which is direct student interaction, and special programming (events, book displays, etc.), will be negatively affected. This is especially concerning given the new opportunities for programming and events we will have with the remodel of the main building. Librarians are also active outside the library: they build relationships and collaborate with faculty peers across the campus, serve as public relations liaisons and participate in several committees. With fewer Librarians, the visibility and awareness of library services will be hindered. Lastly, Librarians are essential to developing and maintaining access to a variety of academic resources both physically and online in order to address the equity gap: we very much wish to continue a full-force effort in this area and replacement position would be beneficial to keeping us on target. For an overall perspective, the ratio of faculty and staff in our Library is extremely lean in comparison to other community colleges (see Program Review for specifics). As such, this position is critical to providing instruction and overall functionality of the Library as well as service to the entire campus community. Division: Physical Education and Athletics Department: PE/Athletics Position Title: Athletic Trainer FACULTY PROPOSAL, JANUARY 2015: Athletic Trainer At this point in time ý trainers (classified staff) are serving over 450** student athletes. The increasing success of the 19 teams in addition to #s of student athletes especially on track and field teams, mens soccer and mens water polo teams has put a strain on the athletic training staff. We also have had a corresponding increase in female participants to meet Title 9 mandates providing equitable service to all athletes is necessary. This increase in student-athletes provides a hot bed of possible growth in the area of an athletic training A.A. degree. Candidates for 4-year degrees in Athletic Training are required to accumulate 50 hours of observation and experience. ýs environment would provide a very rich experience for these students. US Labor Reports Percent change in employment, projected for 2010-2020 for Athletic Trainers was a 30% that translates to 5,500 jobs per year. In comparison to other Healthcare Practitioners and Technical Occupations the projection was 16% and for all Occupations a projection of a 14% increase. 2012 Labor Market Surveys show: salaries, %growth nationally and per state  HYPERLINK "http://www.bls.gov/oes/current/oes299091.htm" \l "st" http://www.bls.gov/oes/current/oes299091.htm#st California colleges that support Athletic Training Degrees and Certificates in Northern CA include: Humbolt State, CSU East Bay, CSU San Jose, University of Pacific, CSU Sacramento, CSU Fresno, College of Sequoias, Modesto JC, College of Canyons, and Foothill College; there are 11- 4 year institutions in Southern CA and 2 -Community Colleges that also offer an athletic training centered major. Current News: Athletic trainers have put forth a proposal to the CCCAA that trainers should be present at non-traditional season events. At this point in time, ý does not have the resources to cover non-traditional events nor is it mandated. An athletic training program supported by a full-time instructor with an entourage of student- trainers could greatly support future mandates. COS reports a cohort of 25-30 student-trainers. Benefits of Athletic Training Staff: Student-athletes incur injuries that are moderated quickly through first-aid and rehabilitation programs that are developed by ATCs. This practice saves the district thousands of dollars relative to medical costs. And most importantly, student-athletes are given the greatest opportunity to participate to the best of their abilities. **Justification for an increase in staffing Growth of Sports programs is reflected in the number of physicals that were completed 2010 - 2011 340 physicals 2011 2012 330 physicals 2012 2013 400 physicals 2013 - 2014 420 physicals 2014 2015 450 physicals CCCAA mandate certified athletic trainers to attend home athletic contests; there are an increased number of contests scheduled within one day. For example, the restoration of the stadium now allows ý to host track meets. These events will require a minimum of 2 trainers on site. This leads to conflicts with other spring sports competitions. On an increasing basis, temporary athletic training staff is hired to cover conflicts year round. ýs certified athletic trainers are currently accumulating over one month of comp time. They have 12- month contracts. Under current staffing there is an increased probability of missing a significant injury. For example, with the increased awareness of the long-term effects of concussions it is critical that a trained person witnesses the cause of this injury. The problem is compounded as the caliber of our athletes increase. Better athletes tend to play thru some injuries. Unreported or tardy reports can lead to more significant injuries. Hence the necessity for increased monitoring of games and practices. Increased numbers of treatment contact hours, but actually spending less time/athlete. Post-season participation (championships) has increased. After a full-season of contests, plus extreme desire to win; the chance of more severe injuries also increases. Program seasons are increasing in length i.e. the start-date of basketball moving up 2 weeks. Currently both trainers are plagued with overuse injuries due to the workload. National and State Athletic Training organizations recommend at least 4 full-time athletic trainers for a program with 19 teams. Division: Physical Education and Athletics Position Title: Physical Education/Coach Proposal to IPBT January 2015: Physical Educator/Coach The most effective way to support an athletics team is to provide full-time leadership in the form of a full-time faculty coach. The division has several areas where a coach is needed and if awarded this position would continue its conversations vetting the program needing support. Here are some of the programs: W. Badminton 8 to 20 participants throughout yearFootball80 to 100 plus participants throughout yearM. Soccer32 to 80 participants throughout yearM and W Tennis16 to 20 participants throughout yearM and W Track50 to 60 participants throughout year Briefly, the duties of a coach include: Offering skills and physical fitness training that will enhance a student-athletes success that in turn translates to scholarship support upon transfer; Recruitment, retention, transfer all these duties include one on one interaction with many persons including college recruiters to parents and the athletes themselves to create lifelong relationships; Overseeing a program budget; fundraising for: assistant coach salaries, supplementing meal money and uniforms; Travel plans, organizing officials/referees; Traveling throughout the Bay Area and Northern California with the team for competition; Leadership roles as conference, state CCCAA representatives; Leadership on committees for post-season competition and awards Our retirees are physical educators whose expertise greatly enhanced the diversity of our curriculum. A 50% position in Physical Education also holds a great potential to continue to serve our students in all fitness related areas and possibly reviving a (CTE program) Personal Training. Division: Physical Education and Athletics Department: Massage Therapy Position Title: Massage Therapy Instructor FACULTY PROPOSAL, JANUARY 2015: Massage Therapy Massage Therapy is a vocational program that supports the future direction of medicine in our country. This program is unique and falls into the CTE category.This program falls directly within the College, Federal and State goals and mission. This program is the only public institution offering a national and state accepted curriculum that is accepted by licensing boards. This program offers Certificates of Achievement, Proficiency and an AA Degree. Student interns have the opportunity to support the APE program, Athletics and the advanced student graduates often come back and support their peers through tutoring and mentoring in the massage clinic setting. Dr. Jeff Forman has been at the forefront of developing its legitimacy at local, state, national and international levels. This foundation is here to stay. This year we have had an increase in numbers of students in that transferred from PE 54 to PE 54A. We have a class of 40 students enrolled in comparison to an average of 31 two years prior to this Winters class. The entire staff now consists of adjunct faculty coordinated by the Dean. They are all enthusiastic. They understand the need to build consistency and are each working diligently on retention. We also have a new program assistant who is helping us to increase in class informational sessions about how to move through the curriculum. This program is not as expensive as one might see from a simple glance. The base program is well attended. (54, 54A, 54B, 54C and 54D) The clinic is successful and for example brought in $8,000 this year. All the massage tables and other equipment needs have been furnished through the years by this money. VTEA dollars and clinic dollars support the program assistant's salary. The program is successful relative to completion. Student graduates are surveyed annually. They are earning 25 to 100 dollars per hour depending on if they are employed by a spa or self-employed. We also have students who move forward into PT, Sports Medicine and Nursing. Students who take the national exam pass. We have a number of students who would never attend our college if it were not for this program. I would encourage you to think as a student who is seeking an opportunity to work in a field that holds as much promise as an environmental studies program.     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