JUSTIFICATION
FOR HIRING FULL-TIME FACULTY
Faculty Hiring
Committee | A Standing Committee of the Academic Senate | Fall 2002
|
Division: |
Department: |
|
Title of the Full-Time Faculty Position
Requested:
Classroom o Non-Classroom o |
|
|
_______________________________________ Division Dean
Signature Date: |
__________________________________ Department/Program
Chair Signature Date: |
STATUS OF
POSITION
This is a new
position o
This is a replacement
position o
Date position became vacant: ___________________
The name of the faculty member who left the position:
_________________________
The Justification for
Hiring form is composed of two parts.
Part
I requires objective data-driven information, and is divided into nine areas:
College Mission
Institutional Need
Current Division Data
Current Program/Discipline Data
Projected Program/Discipline Data
Program/Discipline Limitations
Census and Contact Data
Capacity Enrollment
Program Wait List
Part
II requires a narrative argument for the need for the position. More detail on
the structure of the Narrative is given in Part II below.
NEW THIS YEAR: Please make sure all Narratives are comprehensive!
Although oral presentations from disciplines to the committee will be
allowed, the committee will not accept orally presented information that has
not already been mentioned in Part II’s Narrative. The reason for this is
that the committee wants to ensure it is making its recommendations based on
information that is publicly available, that has been vouched for by the
Program/Discipline Chair and Dean in their signatures above.
PART I:
OBJECTIVE DATA
COLLEGE MISSION AND INSTITUTIONAL NEED
1. College
Mission
The
relevant college mission is twofold:
1. Provide relevant
educational opportunities leading to degrees and careers with high-quality
general, applied, and basic skills courses.
2. Promote student
services programs that are responsive to the changing and diverse needs of our
learners and impact positively on our students’ success.
What
part(s) of the college mission does the relevant program/discipline
fulfill? 1. o 2. o
INSTITUTIONAL
NEED
2. Institutional
Need
Check all appropriate statements explaining the college-wide role of the
program or discipline:
_____ Basic
Language Skills: The
program/discipline provides basic language skills necessary for success in all
courses.
_____ Student
Support Services: The program provides essential student support services
such as library, counseling and disabled student services affecting all areas
of instruction or the program.
_____ Relevance to
General Education Requirements: The
program/discipline provides courses that are required of students as part of
the General Education requirement.
_____ Relevance to
Other Certificates or Majors:
Applicable to an AA degree or transfer requirements. The program/discipline offers a certificate
or a major.
If applicable, please check ONE of the following:
_____ The program/discipline
provides courses which are prerequisites to two or three certificates and/or majors. List the certificates and/or majors:
_____ The
program/discipline provides courses which are prerequisites for four or five certificates and/or
majors. List the certificates and/or majors:
_____ The program/discipline provides
courses which are prerequisites for six
or more
certificates and/or majors. List the certificates and/or
majors:
_____ The program/discipline provides services for
student retention and success in all areas.
DATA RELATED TO
THE FULL-TIME AND PART-TIME RATIOS AND WSCH/FTE
3. Current
Division Data
For
classroom faculty position: What
is the percentage of WFCH taught by full-time faculty for load in the division (%FTLd)?
CTR
WFCH / Division TOT WFCH: ______ / ______ = ______%
For
non-classroom faculty position:
What
percentage (%) of direct student contact and services is provided by full-time
faculty
load,
excluding all reassigned time in the division? ____________
4. Current Program/Discipline Data
For
classroom faculty position:
What is the
percentage of full-time load (%FTLd) for the program/discipline in which the position is requested?
Program/Discipline CTR
WFCH divided by TOT WFCH: ______ / ______ = ______%
What is the WSCH/FTE for the program/discipline? _________
For
non-classroom faculty position:
What
percentage of direct student contact and services is provided by full-time
faculty for load in the program (library, counseling, etc.) for which the position is requested? _________
5. Projected
Program/Discipline Data
For
classroom faculty position:
If this position is
filled, what will be the new percentage of full-time load for the
program/discipline (%FTLd)?
Formula: (C TR WFCH + 15) divided by TOT WFCH: ______ / ______ = ______%
For
non-classroom faculty position:
If
this position is filled, what will be the new percentage of direct student
contact and services provided by full-time load in the program (library, counseling, etc.)? _________
6. Program/Discipline
Limitations
Is
the program/discipline mandated to
limit class or lab size due to state requirements, college/board approved caps,
or accreditation regulations? ______
If yes, by whom?
_______________________________
Is
there a mandated faculty to student
ratio for the program/discipline?
________
If yes, by whom?
__________________________ What is that ratio? _______
Is
there a recommended faculty to
student ratio for the program/discipline?
If yes, by whom? ___________________________ What is that ratio? ______
For
non-classroom faculty positions: What is the program’s
faculty/student ratio? _________
6. Program/Discipline
Limitations (Continued)
For
Counseling: Does FTEC1/2H
- SHCx2 indicate a deficit? ______
If yes, what is the deficit? _______
For
Special Services: Does
FTEFH - SHCx4 or FTEFAH - NSHCx4 indicate a deficit? ______
If yes, what is the deficit?
________
DATA ABOUT
STUDENT DEMAND AND ENROLLMENT TRENDS
7. Census
and Student Contact
For
classroom faculty positions:
What is the census enrollment (C1 ENR of the Enrollment Summary Report) for the
program/ discipline in the last
three Fall semesters (Census date may be different for late start classes):
Fall
2000 ________ Fall 2001 ________ Fall
2002________
For
non-classroom faculty positions:
What
is the number of service contacts in the last three fall semesters?
Fall
2000 _________ Fall 2001 _______ Fall
2002 _________
Describe
the types of contact:
8. Capacity
Enrollment
Looking
at this fall semester's program/discipline
enrollment statistics, what percentage of capacity enrollment was reached?
Formula:
C1 ENR divided by CRS CAP: ______ /
______ = ______%
9. Program
Wait List
Is
this a certificate program which normally has a wait list for admission into
the program (not into individual classes), e.g. nursing,
paramedic, or psychiatric technician? ____
If yes,
What is the current wait-time?
_____________
How many students
were on the wait list for this program in the preceding Fall? _______
PART
II: NARRATIVE
Please explain in 1-2
typed single spaced page(s) why the requested position should be given high
priority. Please DO NOT repeat –
although you may explain or elaborate on – information provided in Part I:
OBJECTIVE DATA.
Please remember that any information provided in the
oral presentation to the committee MUST be backed up by this narrative. New
information presented orally will not be considered.
You may address any of the following, including but are not limited to:
·
Information
relevant to the replacement position: What programs have not been offered due
to the vacancy; has there been irreparable harm (loss of student enrollment,
impact on other disciplines/programs) due to the vacancy, etc.?
·
What
is the minimum percentage of full-time load for this program?
·
For
what percentage of full-time load is this program in jeopardy?
·
Does this
position require a high degree of specialization that the existing faculty
cannot adequately provide to maintain the integrity and continuity of the
program?
·
What
is the projected growth of the program during the next 5 years?
·
Is the program
in jeopardy without a full-time faculty position and is there evidence of
student demand?
·
Does the
program currently lack full-time faculty responsible for curriculum
coordination and development?
·
Is
safety jeopardized without a full-time faculty?
·
Can it be
shown that there is inadequate supervision of associate faculty, lab
technicians, instructional aides, and/or support staff?
·
Is this a new
program or proposed program without a full-time faculty position and where
there is reasonable estimation of high student demand?
·
Did
the previous accreditation report indicate serious failings?
THE FOLLOWING
ARE THE INSTRUCTIONS FOR PROCESSING THE JUSTIFICATION FOR HIRE FORM
PLEASE DO NOT ATTACH THESE INSTRUCTIONS OR
APPENDICES WHEN THE FORM AND ATTACHMENTS ARE SUBMITTED TO THE ACADEMIC SENATE
THANK YOU
INSTRUCTIONS
FOR SUBMISSION OF JUSTIFICATION FOR HIRE FORM TO
FACULTY
HIRING COMMITTEE
STANDING
COMMITTEE OF THE ACADEMIC SENATE
ACADEMIC
YEAR 2002-2003
Due Date: 10:00
a.m. Friday, October 11, 2002
Due to time constraints, no late submissions will be
accepted
Place: Academic
Senate Office, AGB 114
How: A signed original and twenty-two (22) copies in sealed 9
X 12 manila envelopes. Twenty-two copies will let all committee members and –
new this year – all deans receive copies of all requests
that Friday aftenoon!
Each copy should have the
following attached:
1.
Part II: Narrative
2.
Census Day Enrollment Summary Reports for Fall 2001, Fall
2000 and Fall 1999
Note: If you are submitting more than one request,
please put each request in a separate envelope.
Provide the
following information on outside of each manila envelope:
Justification for Hire
Name of Division
Name of Program/Discipline
Envelope ____ of ____
Format: This form is sent as a read only MS
Word document. Open, save with new name
and prepare the form in word processing.
PLEASE DO NOT SUBMIT
HAND WRITTEN FORM
Please do not include
instructions or appendices with submission.
INSTRUCTIONS
1. Data Analysis - Obtain Copies of Census Day
Enrollment Summary Reports for
Fall 2000, Fall 2001 and Fall 2002
To assist you in
the analysis and collection of necessary data, reference is made to
Appendix A -
Legends for Enrollment Summary Reports and Appendix B - Sample
of Enrollment
Summary Reports.
2.
Complete the
Justification for Hire form by responding to each relevant question.
3. The following is provided to assist you in
answering questions 3, 4, 5 and 8:
3. From the Fall 2001 Division report,
obtain the CTR WFCH then divide by TOT WFCH.
See Appendix B for example.
Business Science CTR WFCH = 220 and TOT WFCH = 617. 220 divided by 617 = 32%
4. From the Fall 2001 department or
program report, obtain the CTR WFCH then divide by TOT WFCH. See Appendix B for example. Accounting and Finance CTR WFCH = 44 and TOT
WFCH = 73. 44 divided by 73 = 60%
5. From the Fall 2001 department or
program report, obtain the CTR WFCH and add 15.
(Full-load is equal to 15 LHE)
then divide by TOT WFCH. See
Appendix B for example. Accounting and
Finance CTR WFCH = 44 add 15 = 59. TOT
WFCH = 73. Take new CTR WFCH 59 and
divide by 73 = 72%
8.
From
the Fall 2001 department or program report, obtain the C1 ENR and divide by CRS
CAP. See Appendix B for example. Accounting and Finance C1 ENR = 560 and CRS
CAP = 995. 560 divided by 995 = 56%
END OF INSTRUCTIONS
Prepared by
Patrizia Goldberg for use by Academic Senate Faculty Hiring Committee 2001
Amended by
Alannah Rosenberg for use by Academic Senate Faculty Hiring Committee 2002
APPENDIX A
LEGENDS FOR
ENROLLMENT SUMMARY REPORTS
TERMINOLOGY
|
LHE |
Lecture hour equivalent |
|
How LHE Is calculated |
Curriculum lecture hours + curriculum
lab hours + curriculum learning center lab hours + class large lecture hours |
|
FTE also known as FTEF |
Full time equivalent faculty One instructor teaching a full load =
1 FTEF |
|
How FTEF is calculated |
FTEF also known as FTE = LHE divided by
15 |
|
C1 |
Census Day refers to
enrollment reached on specific date.
C1 Stands for first census.
However, current law no longer requires a second census. Date is
usually the 3rd Monday of the semester for full term classes. Important Note: Census dates change
for late start classes. |
|
WFCH |
-Weekly faculty contact hours -Number of hours of instruction per
week using curriculum load values |
|
WSCH |
-Weekly student contact hours -Number of hours a student attends
class per week |
|
How WSCH is calculated |
Reported enrollment times total
weekly faculty contract hours RPT ENR times WFCH |
|
RPT ENR |
Reported enrollment based on the
timing or date of the reports: -As the schedule is built until 1st
day of class = value is estimated
enrollment -First day of class until census day
= value is current enrollment -Census day for each class = value is
census enrollment |
TITLES
OF SUMMARY REPORTS
|
ENRSUM COMPARE |
Report by Division or Department or
Program or Subject |
|
ENRSUM DIVCOMP |
Report by Division or School |
|
ENRSUM DEPTCOMP |
Report by Department |
|
ENRSUM PROGCOMP |
Report by Program |
|
ENRSUM SUBCOMP |
Report by Subject |
ALL
SUMMARY REPORTS FOLLOW THIS FORMAT
|
COLUMN TITLE |
DESCRIPTION
OF EACH REPORTED FIELD |
|
YR |
Year of term being compared |
|
TOT SECS |
-Total number of sections -A section is an offering of a class
for a specific semester. Sections are
comprised of A-Z ticket numbers with the same class number. |
|
LEC WFCH |
-Lecture weekly faculty contact hours -Number of hours per week of the
class taught in lecture mode |
|
LAB WFCH |
-Lab weekly faculty contact hours -Number of hours per week of the
class taught in lab mode |
|
OTH WFCH |
-Learning center lab weekly faculty
contact hours -Number of hours per week of the
class taught in learning center lab
mode |
|
CTR WFCH |
-Contract load weekly faculty contact
hours -WFCH of contract instructors
teaching classes as part of contract load |
|
OL WFCH |
-Overload weekly faculty contact
hours -WFCH of contract instructors
teaching classes as overload |
|
LL WFC |
-Large Lecture weekly faculty contact
hours -WFCH of instructors teaching classes
as large lecture and is calculated on classes flagged as large lecture
eligible -WFCH for each class is based on
estimated enrollment prior to large lecture date -Large lecture eligibility dates:
Full semester classes 10 days after first meeting
Eight (8) week classes five (5) days after first meeting |
|
PT WFCH |
-Part-time weekly faculty contact
hours -WFCH of part-time instructors
teaching classes |
|
TOT WFCH |
-Total weekly faculty contact hours from
curriculum (Contract WFCH + Overload WFCH +
Part-time WFCH + Large lecture WFCH) |
|
TOT FTE |
-Total full time equivalent faculty -Lecture hour equivalent (LHE)
divided by 15 |
|
CRS CAP |
-Also known as Maximum Enrollment -Course cap is maximum student capacity
(per contract or course) from the approved curriculum outline -Value can be modified during
registration |
|
EST ENRL |
-Estimate was set in curriculum as
the average enrollment in a course over several terms. This estimate is displayed as divisions build
the schedule and should be manually updated for each new term. |
|
C1 ENR |
-Students registered as of the census
day for each class -Enrollments are calculated at the
start of the census day |
|
CUR ENRL |
-Students currently registered in a
class -Reports reflect enrollment at end of
previous day |
|
RPT ENR |
-Reported enrollment based on timing
of report -See terminology above -As the schedule is built until the
first day of class, through the census day this value changes |
|
CURRENT WSCH |
-Current enrollment of weekly student
contact hours (Current enrollment times total
weekly faculty contact hours) |
|
RPT WSCH |
-Estimated enrollment weekly student
contact hours (Reported enrollment* times total
weekly faculty contact hours) *Based on timing of report |
|
WSCH FTE |
-Weekly student contact hours divided
by total full time equivalent faculty (WSCH divided by FTEF) |
|
ENR WFCH |
Reported enrollment* divided by total
weekly faculty contact hours (TOT WSCH) *Based on timing of report |
|
ENRL SEC |
Reported enrollment* divided by total
number of sections *Based on timing of report |
