Agenda 2015-03-26

Academic Senate of MERCED COLLEGE 3600 M STREET, MERCED CALIFORNIA 95348-2898 TELEPHONE: (209) 381-6429 TO: Senate Members and Alternates

Area 1, Cohort A Tina Akers-Porter Area 5, Cohort B Mark Doiel Area 1, Cohort A Gabriel Cuarenta Gallegos Area 5, Cohort C Travis Hicks Area 1, Cohort B Carl Estrella Counseling Steve Clark Area 1, Cohort B Edward Modafferi Counseling Isabel Cambridge Area 2, Cohort A Sue Chappell Los Baños Scott Coahran Area 2, Cohort B Vince Piro Los Baños Susan Kimoto Area 2, Cohort B Candace Taylor At Large Greg Soto Area 3, Cohort A James Thornburgh At Large Mai Meidinger Area 3, Cohort A Bryan Tassey At Large Megan Igo Area 3, Cohort B Jessica Casey At Large Paul Fregene Area 4, Cohort A Kitty Cazares Adjunct Kathleen Brantley- Gutierrez Area 4, Cohort A Gloria Provencio Adjunct Chris Gaugler Area 4, Cohort B/C Michelle Pecchenino IPRSLOAC Edward Modafferi (NV) Area 4, Cohort B/C Susan Kline LRC Nancy Golz Area 5, Cohort A Ralph Morris Curriculum Chair Julie Clark Area 5, Cohort A Jodie Steeley President Elect Nancy Golz (NV)

Alternates

Area 1, Cohort A Caroline Dawson Area 7 Mark Sutterfield Area 1, Cohort A Marie Bruley Counseling Enrique Renteria Area 3, Cohort A Bill Walls Counseling Tony Lewis Area 3, Cohort B Nate Devine At Large Dan Smith Area 3, Cohort B Bob Casey At Large Vince Piro Area 4, Cohort B/C Ian Stapleton Adjunct Nicole Brown Area 5, Cohort C Mara Colomer-Flores

CC:

Ron Taylor Lou Ferguson Don Peterson Joanne Schultz Mario Cordova Doug Kain Chris Vitelli Patrick Mitchell Susan Walsh Mary Gilliland John Albano Brenda Latham Everett Lovelace Bobby Anderson ASMC President Kevin Kistler Jim Andersen Tracie Green Karyn Dower Public Copy-Admin Building Display Case

FROM: Dee Sigismond (x6429)

SUBJECT: Academic Senate Meeting

DATE: Friday, March 20, 2015

ACADEMIC SENATE MEETING THURSDAY, March 26, 2015 11:00 a.m. – 12:15 p.m. Student Union Meeting Room--137 AGENDA:

1. CALL TO ORDER

2. ADOPTION OF AGENDA (An item may be pulled, but not added unless in compliance with Brown Act)

Item 1: Approval of senators to proceed with the provided agenda

3. INTRODUCTION OF GUESTS

4. PUBLIC COMMENTS

5. RECORD OF PREVIOUS MEETING Item 1: Approval by senators for minutes from March 12, 2015 (pgs. 3-6)

6. REPORTS OF STANDING COMMITTEES and TASK FORCES Item 1: Curriculum Committee- Julie Clark Item 2: IPRSLOAC- Edward Modafferi Item 3: FLEX- Tina Akers-Porter Item 4: Student Success-Carl Estrella Item 5: Student of the Month- Karen Fritz

7. SENATE PRESIDENT’S REPORT-Dee Sigismond

8. ACTION AGENDA Item 1: For 2nd Reading: Resolution 02-15 Special Topics (pgs. 7-8) Item 2: For 2nd Reading: Request for Sound Amplification 4/20/15 Students for Liberty Club 4/20 concert Item 3: For 2nd Reading: Request for Sound Amplification State of the College Address 4/17/15

9. NEW BUSINESS Item 1: For 1st reading: Request for Sound Amplification 4/28-4/30 Diversity Week Item 2: For 1st reading: Resolution 03-15 Program Investigation of Real Estate (pgs. 9- 25) Item 3: For information: Findings of AP 7214 task force (pgs. 26-60) Item 4: For information: Accreditation Annual Report https://mc4me.mccd.edu/accreditation/Commission%20Reports/Forms/AllItems. aspx?RootFolder=%2Faccreditation%2FCommission%20Reports%2FAnnual%20R eports&FolderCTID=0x01200097E81A3694BB3444BB343B592555E2C3&View={8 95429B6-F07C-4C26-9E1F-8E1CB63BE430} Item 5: For information: GE outcomes Item 6: For information: Course Substitution

10. PRESIDENT’S REPORT – Ron Taylor

11. STUDENT’S REPORT – Cody Camacho

12. ANNOUNCEMENTS AND OPEN FORUM Item 1: Announcements Item 2: Call for items on next agenda, next senate meeting Thursday April 23, 2015 at 11:00 a.m., items due Thursday April 16, 2015 by 11:00 am

13. ADJOURNMENT-The president of the senate will request adjournment of the meeting.

Academic Senate of Merced College

MINUTES UNAPPROVED

Thursday, March 12, 2015 11:00 a.m. – 12:15 p.m., Student Union, Room 137 Area 1, Cohort A Tina Akers-Porter 1. Present Area 5, Cohort B Mark Doiel 2. Present Area 1, Cohort A Gabriel Cuarenta-Gallegos 3. Present Area 5, Cohort C Travis Hicks 4. Present Area 1, Cohort B Carl Estrella 5. Present Counseling Steve Clark 6. Present Area 1, Cohort B Edward Modafferi 7. Present Counseling Isabel Cambridge 8. Present Area 2, Cohort A Sue Chappell 9. Absent Los Banos Scott Coahran 10. Present Area 2, Cohort B Vince Piro 11. Present Los Banos Susan Kimoto 12. Present Area 2, Cohort B Candace Taylor 13. Present At Large Greg Soto 14. Present Area 3, Cohort A James Thornburgh 15. Absent At Large Mai Meidinger 16. Present Area 3, Cohort A Bryan Tassey 17. Absent At Large Megan Igo 18. Present Area 3, Cohort B Jessica Casey 19. Absent At Large Paul Fregene 20. Absent Area 4, Cohort A Kitty Cazares 21. Present Adjunct Kathleen Brantley-Gutierrez 22. Present Area 4, Cohort A Gloria Provencio 23. Absent Adjunct Chris Gaugler 24. Present Area 4, Cohort B/C Michelle Pecchenino 25. Present Curriculum Chair Julie Clark 26. Present Area 4, Cohort B/C Susan Kline 27. Present LRC Nancy Golz 28. Absent Area 5, Cohort A Ralph Morris 29. Absent 30. IPRSLOAC (NV) Edward Modafferi President Elect (NV) Nancy Golz ASMC Representative Cody Camacho Present Superintendent Dr. Ronald Taylor Present GUESTS: Dr. Mary Gilliland, VP of Instruction Dr. Kevin Kistler, Dean Area 2 Myshel Pimentel, Instructor of English Pam Huntington, Instructor of English Josh Daughdrill, Faculty Lead English Robin Shepard, Director Institutional Advancement

1. CALL TO ORDER

Dee Sigismond called the meeting to order at 11:04 a.m.

2. ADOPTION OF AGENDA (An item may be pulled, but not added unless in compliance with Brown Act) – Motion to move Dr. Taylor’s report up to follow the Public Comments. Item 1: Approval by senators to proceed with the amended agenda. M: J. Clark S: V. Piro Y: 21 N: 0 A: 0

3. INTRODUCTION OF GUESTS

GUESTS: Dr. Gilliland Kevin Kistler Myshel Pimentel Pam Huntington Josh Daughdrill Robin Shepard

4. PUBLIC COMMENTS

There are cookies, thanks to Vince Piro and Candace Taylor.

Tina reported that the Math Integration Bee, Saturday, March 15 at 9:26 a.m. (Pi Day). Many Merced College calculus students and 25 high school students will be participating. 3

5. RECORD OF PREVIOUS MEETING

Item 1: Approval by Senators for minutes from February 26, 2015 (pp. 3-7)

M: S. Coahran S: I. Cambridge Y: 21 N: 0 A: 0

6. REPORTS OF STANDING COMMITTEES and TASK FORCES

Item 1: Curriculum Committee – Julie Clark Special visit from State Academic Senate and CIO - Reps need to look at curriculum as a whole and how it impacts scheduling, resource allocation, labs, etc., rather than simply within the discipline. The AS-T for Chemistry is on next weeks’ agenda. Julie has had no word yet as to where Anthropology, Sociology, Geography, and Elementary Teacher Education are in the system. They’ve been submitted to the Chancellor’s Office (most last Fall). Myshel Pimentel reported that Elementary Teacher Education was kicked back in December for a minor change which was corrected and resubmitted.

Item 2: IPRSLOAC – Edward Modafferi Instructional program reviews were due at the end of February. Comprehensives are still rolling in. Course and program assessment training modules are being developed to help revisit the goals for assessment. General Education day is Friday, May 8. A tracking document for record-keeping will be developed, which is needed both internally as well as for accreditation. The software committee has been formed and is looking for gaps in the process. The committee is developing scripts and a model of what is desired.

Item 3: FLEX / SDC – Tina Akers-Porter Approximately 85-percent of FLEX forms due on February 1 have been collected with upwards of 30-percent of faculty completely done. Tina has received questions about teaching evaluations and if counted for FLEX. Reminder: Tenured faculty are required to perform two evaluations per year as part of the professional obligation. Anything over that can be counted as FLEX. The deadline for documentation is May 1. Questions, contact Tina or any of the committee members. This is Tina’s last semester as FLEX Coordinator. Fall FLEX workshops and activities are being developed.

Item 4: Student Success Committee – Carl Estrella Kevin Kistler reported that the committee discussed Smart Thinking which is a program for online tutoring, testing with online students. Student Success Symposium is on April 17 with Rod Johnstone as the keynote speaker. Dates for intensive Math and English review sessions for high school students held on campus were discussed. Books clubs were discussed. Common Assessment update. Robust discussion of the proposed English curriculum. Mai reported on the Student of the Month award – to simplify the form and target areas in a rotation. Suggestion to make the nomination a surprise to the student.

Item 5: Student of the Month – Karen Fritz Karen will be stepping down as Chair of the committee. Joey Merritt will likely step up.

7. SENATE PRESIDENT’S REPORT – Dee Sigismond 4

Still looking for Part-Time Faculty of the Year nominations. Dee would like 1-2 from each cohort. Please include a picture, a bio, and what the part-time instructors teach. FAAS survey is still open and closes on March 20. Only 20-perced of part-time and 60-percent of full-time have completed the survey. The next Brown Bag is March 26 with discussion on mapping outcomes.

8. ACTION AGENDA

Item 1: For 2nd Reading: Request for Sound Amplification 3/21/15 ASMC Yard Sale

M: S. Clark S: G. Soto Y: 21 N: 0 A: 0

9. NEW BUSINESS

Item 1: For 1st Reading: Resolution 02-15 Special Topics (pp. 8-9) – Julie Clark reported that the courses must go through the Curriculum committee with Title, Description, Advisories, etc. These courses can only be offered twice and then needs to go through Curriculum as a permanent course; however, students can only take a special topics course in the discipline once.

Item 2: For 1st Reading: Request for Sound Amplification 4/20/15 Students for Liberty Club 4/20 Concert – Administration Amphitheater from 10 a.m. to 1 p.m. with live music.

Item 3: For 1st Reading: Request for Sound Amplification State of the College Address 4/17/15 at 11:30 a.m. – 1 p.m. – Robin Shepard – Amplification will be for speeches – Held in the IAC quad area hardscape. Robin thanked Dean John Albano who moved classes out of IAC-142 in order for catering to use the room as a staging area.

Item 4: For Information: Common Assessment – Mai Meidinger SPEC – Pilot project with English and Math – C-6 Project, reading approved from Bakersfield to Modesto. Chancellor’s Office submitted an RFP for vendors to submit interest in the project – Dwindled down to two: Lynx and Unicon. Pilot program to begin Fall 2015.

Item 5: For Information: English Curriculum – Vince Piro Current – Convoluted system for getting students through English. Integrating course with lab for 6 total units rather than 9. New ESL track. Vince demonstrated the flow chart for the new course system. Topic will be on Curriculum Committee agenda next week.

Item 6: For Information: ASMC Sustainability Challenge to the Board – Cody Camacho (p.10) – Cody reported that he issued this challenge to the Board of Trustees and the District at the February Board meeting. He is currently vetting through the constituency groups. Suggestion to rephrase Student Learning Outcomes to include the other outcome assessment areas on campus (ex: SAO). Also, change #5 to say “…a better place…” Other suggestions made to refer these back to the Strategic Plan. Any concerns and feedback, email Cody.

Item 5: For Information: Student Learning Topic: “Getting Them to Talk”

http://chroniclevitae.com/news/927-getting-them-to-talk 10. PRESIDENT’S REPORT - Ron Taylor

The Board of Trustees took personnel action to not renew the Dean of Student Services contract. Neither the President nor the Board is able to comment for mutual protection of all parties involved.

Dr. Taylor has sent emails recently regarding his interest in nominating us as in institution to be part of the statewide project on Institutional Effectiveness with suggested topics of which we could use assistance from experts in the system. He will discuss at College Council.

11. STUDENT’S REPORT - Cody Camacho

Cody made it clear that ASMC is neutral with regard to the dismissal of Dr. Lovelace. Many students rallied. Students were told they could not post flyers about a walkout and that’s when Cody got involved due to violation of 1st Amendment Rights. Cody stated that the media took his comments out of context and will be sending a letter to both the District and the media to speak to that.

12. ANNOUNCEMENTS AND OPEN FORUM

Item 1: Announcements

Michelle Pecchinino announced that UC Merced has a food pantry and wants to let our students know. Go to [email protected] It is open every 3rd Friday.

Kitty Cazares reported that Nursing received a Song Brown grant. They will partner with the Theater department for student actors to be psychiatric patients for simulations. The second tier will be Cultural Awareness. Kitty will submit an article for the Senate newsletter.

Item 2: Call for items on next agenda. Next senate meeting Thursday, March 26, 2015 at 11:00 a.m.; items due Thursday, March 19, 2015 by 11:00 a.m.

13. ADJOURNMENT – Dee Sigismond – The meeting adjourned at 12:17 p.m.

Academic Senate of MERCED COLLEGE 3600 M Street Merced, CA 95348-2898 Telephone (209) 384-6095

RESOLUTION

First Reading: March 12, 2015

Second Reading/Action (Date): March 26, 2015 Pass/Fail

RESOLUTION NO. 02-15

Subject: Approval Process for Special Topic/Experimental Courses

Mover: Julie Clark Division/Area: Area 1/ Mathematics

Seconder: Dee Sigismond Division/Area: Area 7/ Chemistry

Whereas, historically the Merced College Curriculum Committee with approval of the Academic Senate exempted Special Topics/Experimental courses from the local approval process;

Whereas, local approval of degree-applicable credit, nondegree-applicable credit, and noncredit courses must include review by an established curriculum committee according to Title 5, section 55002;

Whereas, AP4020 states that it is the Curriculum Committees responsibility to approve new and revised curriculum including all credit and non-credit courses and programs; BP4020 states that all new programs and program deletions as well as all new courses and course deletions shall be approved by the Board.

Therefore be it resolved that the Merced College Academic Senate supports the approval process for Special Topics/Experimental Courses set forth by the Merced College Curriculum Committee:

Once the discipline faculty has decided they want to offer a Special Topics/Experimental course with their Deans approval, they notify the Curriculum Chair with a rough draft of the Course Outline of Record (COR) in either Word format or on CurricUNET. The COR must include the following information:

Title Description Advisory/Prerequisites (if any) Credit Hours and Units SLOs Objectives Course Content Methods of Instruction Methods of Evaluation

The Curriculum Chair will then list it on an upcoming Curriculum Committee agenda for discussion and approval/disapproval.

Be it further resolved once the course is approved by the Curriculum Committee it is then forwarded to the Board of Trustee’s for approval before the course can be offered.

Be it further resolved the Chancellor’s Office has set guidelines on how many times a Special Topics/Experimental course can be offered before it must be submitted to the Chancellor’s Office as a permanent course, therefore every time the Special Topics/Experimental course is going to be offered the course must come through the curriculum committee to ensure the number of offerings do not exceed the guidelines set in the lasted edition of the Chancellor’s Offices Program and Course Approval Handbook.

Academic Senate of MERCED COLLEGE 3600 M Street Merced, CA 95348-2898 Telephone (209) 384-6095

RESOLUTION

First Reading: March 26, 2015

Second Reading/Action (Date): April 23, 2015 Pass/Fail

RESOLUTION NO. 03-15

Subject: Program Investigation of Real Estate

Mover: Nancy Golz Division/Area: Librarian

Seconder: Dee Sigismond Division/Area: Area 7/Chemistry

Whereas, a “Program Investigation of Real Estate” was initiated by Area 4 Cohort B faculty in the 2014-2015 academic year, and,

Whereas, the Merced College Academic Senate agreed to investigate the Real Estate program using the procedures set forth in Administrative Procedure 4021- Program Establishment, Discontinuance, and Modification, and,

Whereas, the Program Investigation Committee for Real Estate has made a recommendation and approved the attached report,

Therefore be it resolved, that the Merced College Academic Senate recommends that the Academic Senate approve the recommendations of the Program Investigation Committee- Real Estate report to discontinue the Real Estate program and present the findings to the Board of Trustees, and

Be it further resolved, that the Curriculum Committee be given the directive to move forward on approving the discontinuance of the Real Estate program.

MERCED COLLEGE PROGRAM INVESTIGATION COMMITTEE

The process for the assessment of programs adheres to Title 5, Sections 55130 and 51022. Section 55130 indicates “The development, establishment and evaluation of an education program shall include representative faculty involvement.” Section 51022 references occupational programs and states “College districts are required by current regulation and statute to develop a process for program discontinuance and minimum criteria for the discontinuance of occupational programs.” Additionally, Education Code §78016 stipulates that every vocational and occupational program shall meet certain requirements prior to termination.

The Program Investigatory process serves as the mechanism for the assessment of programs that have been identified as “at risk.” Investigation to assess Program viability is a component of campus planning that leads to increased quality of instruction, service and better use of existing resources. The process is an extension of Program Review and is intended to be an objective assessment of an at-risk program. Quantitative and qualitative data are used to review a program’s academic health and ensure the program reflects the College Mission and accomplishes college, Area, and program goals. There are three potential recommendations that may result from the Program Investigation process. A program may be recommended to continue as is, to continue with qualifications, or to discontinue a program.

Name of Program: Real Estate Cohort: Cohort B, Area 4 Discipline: Real Estate Program Investigation Committee members Co-Chairs Academic Senate President Elect: Nancy Golz Vice President of Instruction: Mary Gilliland

Members Dean Area 4: Robert Anderson Community: Amir Falahi Student : Khuram Anwar Discipline Lead: Toni Pirtle Discipline faculty: Dee Sigismond, Annette Haugen Curriculum Chair: Julie Clark

Resources: Researcher: Andrea Hall-Cuccia, Luis Flores, and Cherie Davis Administrative Assistant: Corina Jimenez

I. DESCRIPTION OF PROGRAM (Data resources may include: Merced College Course Catalogue; history; department records; Program Review, Strategic Plan; Educational Master Plan; Institutional or program SLOs; District sources; additional sources deemed appropriate by review committee)

Describe the program history, including its relation to the college’s strategic plan, educational master plan and other programs in the District.

The California Community Colleges Chancellor’s Office (CCCCO) approved the Merced College Real Estate Program in 1966. According to the Merced College Catalog 2013-2014 (p. 239), this program prepares students for the examinations for the California Real Estate Salesman’s and Broker’s licenses. The program covers real estate principles, real estate practices, legal aspects of real estate, real estate finance, real estate appraisal, real property management, and escrow procedure. Both an Associate of Arts (AA) and a Certificate in Real Estate are currently offered.

II REASON(S) FOR THE INVESTIGATION (Summarize the reason(s) for the initiation of the investigation)

Area 4 initiated the program investigation of Real Estate because of low enrollment in the program. According to Dean Anderson, of the five courses that were offered during the academic year, one or two were cancelled every semester due to low enrollment. The only course that has consistently maintained high enrolment is REAL 42, Real Estate Principles.

REAL 42, Real Estate Principles, and REAL 43, Real Estate Practices, meet the content requirements to prepare the students to take the Real Estate Licensing state exam. This could explain the low enrollment for the other courses since they are not required for the Real Estate license examination.

III QUANTITATIVE INDICATORS AND ANALYSIS (Data resources may include: Educational Master Plan; Core Program and Student Success Indicators; additional data provided by Office of Grants & Institutional Research; previous Program Review and Planning reports; department records; assessment of student learning outcomes; additional sources deemed appropriate by review committee)

A. List the quantitative information used in the program analysis. (Submit the data itself as an appendix to this report.)

1. Productivity

a. Full-Time Equivalent Faculty (FTEF)

The average FTEF for Real Estate classes was 0.65. FTEF for Real Estate classes in total ranged from 0.2 in Fall 2010 and Fall 2011 to 1.2 in Spring 2006. In general, each class had an FTEF of 0.2 each semester, with the exceptions of REAL-42 in Spring 2005, Fall 2005, Spring 2006, and Spring 2007, REAL-43 in Spring 2006, and REAL-45 in Fall 2006, all of which had an FTEF of 0.4. 11

(Table 1) b. Full-Time Equivalent Students (FTES)

The average FTES for Real Estate classes was 8.83. Total FTES ranged from 2.0 in Fall 2010 to 20.8 in Fall 2005. REAL-42 (3.9) had the highest average FTES, and REAL-48 had the lowest (2.1). However, REAL-42 was offered more frequently, and FTES ranged from 0.8 in Spring 2013 to 9.5 in Fall 2005. (Table 2) c. Enrollment

i. Total Enrollment

Enrollment consisted of students who registered for at least one Real Estate course (REAL-42, REAL-43, REAL-45, REAL-46, REAL-48, and/or REAL-49) and received a letter grade A, B, C, D, F, P, NP, I, W, FW, MW during Fall 2003 to Spring 2013.

There were 2147 total enrollments in REAL classes from Fall 2003 to Spring 2013, representing 1183 unique students. Overall, the average enrollment per term was 107. REAL-42 had the highest total enrollment during the time period (1032, average 52) and REAL-49 had the lowest total enrollment during the time period (103, average 26). Fall 2005 (267) had the highest enrollment of any term, and Fall 2011 (27) had the lowest. (Table 3). There are 18 students who are Real Estate majors. Of these 18 students, 11 enrolled in an REAL course in either fall 2014 or spring 2015.

ii. Completion

A student completed a course if the student earned a letter grade A, B, C, P, D, F, NP, or I. The course completion rate (CCR) is the percent of students who completed a course. Real Estate courses had an overall CCR of 77.27%. REAL-46 (83.42%) had the highest CCR, and REAL-45 (73.95%) had the lowest. Spring 2008 (90.16%) had the highest CCR, and Spring 2005 (67.97%) had the lowest. (Table 4)

iii. Success

A student earned a successful grade in a course if the student received a letter grade A, B, C, or P. The course success rate (CSR) is the percent of students who were successful in the course.

Overall, about two-thirds (66.60%) of students who enrolled in a Real Estate class succeeded. REAL-46 (71.36%) had the highest 12

CSR, and REAL-42 (64.44%) had the lowest. Among the terms, Spring 2008 (83.61%) had the highest CSR, and Spring 2005 (55.84%) had the lowest.

(Table 5)

iv. Persistence

In total, 30 of the 1183 students (2.54%) who enrolled in any REAL course during the reporting period enrolled in all six courses. About 60% (60.78%, N=716) enrolled in only one course. Of those, 80.11% (N=573) enrolled only in REAL-42. d. Frequency of course offerings

REAL-42 was offered each term at the Merced site (MC). REAL-43 was offered each term at the Merced site from Spring 2004-Fall 2007. From Spring 2009-Spring 2013, one section was offered each Spring at the Merced site.

Other courses were offered with less regularity. Courses were offered occasionally at the Los Baños site (LB), but not with any regularity. See Table 5 for details. Eight sections were cancelled over the reporting period due to low enrollment (3 REAL-43, 2 REAL-45, 1 REAL-46, 1 REAL-48, 1 REAL-49). No courses have been cancelled during the reporting period since Fall 2010.. (Table 6)

e. Student Demographics

i. Age

Of the 2147 students enrolled in Real Estate courses (duplicated headcount), 21.43% were 19 or younger and 20.73% were 20-24. (Graph 1)

ii. Ethnicity

Of the students enrolled in Real Estate courses, 47.32% were Hispanic, .

27.76 % were white, non-Hispanic, 6.8 % were African- American, .65% were American Indian/Alaskan Native, 8.76% were Asian, .75% were Multi-ethnic, 0.75% were Pacific Islander, and 7.22% were unknown. (Graph 2)

iii. Gender

Just over half (52.41%) of those enrolled in Real Estate

courses were female. (Graph 3)

2. Program Interest and Graduate

According to the CCCCO, 13 degrees and certificates in Real Estate were awarded from 2003-2004 to 2012-2013, 10 AAs and 3 certificates. Of the 1183 unique students who enrolled in a Real Estate course from Fall 2003 through Spring 2013, a total of 115 students earned 150 degrees and certificates (124 Associate’s degrees, 26 certificates) (some students received multiple degrees and/or certificates) in 42 disciplines. General Studies was the most common degree awarded (18), followed by Paralegal Studies (16), Business Administration (15), and Real Estate (13). According to the National Student Clearinghouse, 7.35% of students enrolled in Real Estate courses at Merced College earned a degree from a four-year institution. None were in Real Estate, but 23 received degrees in Business Administration. (Graph 4)

3. Comparable programs

According to the CCCCO, seven of the 14 colleges in the Central Valley area offer Real Estate degrees (Bakersfield College, Fresno City College, Merced College, Modesto Junior College, College of the Sequoias, San Joaquin Delta College, and Solano Community College). From 2003-2004 to 2012-2013 these colleges awarded 246 Real Estate degrees and certificates (108 Associate’s degrees and 138 certificates). During the same time period, 4,664 Real Estate degrees and certificates in total were awarded by California Community Colleges (1,574 Associate’s degrees, 2,722 certificates, and 368 other awards). The Central Valley accounted for 5.27% of all degrees awarded in the state. Merced College accounted for 13 of these degrees. (Graph 5)

4. Demand

According to the Bureau of Labor Statistics (BLS), California ranks first as the state with the highest employment of appraisers and assessors and property and community association managers, second for real estate brokers, and fourth for real estate agents as of May 2012. According to the California Employment Development Department (EDD), employment in California is expected to increase 9.7% by 2020 for appraisers and assessors, 15.6% for real estate brokers, 18.0% for real estate agents, and 4.6% for property and community association managers. Employment trends for Fresno, Stockton, Merced, and Modesto Metropolitan Statistical Areas (MSAs) were also examined. Employment for appraisers and assessors in Merced MSA (33.3%) and Stockton MSA (28.6%) is expected to grow much faster than the state (9.7%) while employment in Fresno MSA is expected to remain flat. Employment for real estate brokers in Stockton MSA is expected to remain flat. Employment for real estate agents in 14

Modesto MSA (9.1%) is expected to grow slower than the state (18.0%) while employment in Merced MSA is expected to remain flat. Employment for property and community association managers in Fresno MSA (9.0%), Merced MSA (14.3%), and Stockton MSA (13.3%) is expected to grow faster than the state (4.6%). (Graph 6)

5. State and/or County Licensing

The California Bureau of Real Estate requires a written exam and license for real estate agents and brokers, but there is no minimum level of education required. The California Bureau of Equalization requires an exam and license for real estate appraisers and assessors. This license requires a combined total of four years postsecondary education and experience. A property manager must possess a California broker’s license or be working under a person with a broker’s license.

The National Association of Realtors (NAR) is involved in all aspects of the commercial and residential real estate industries. The California Association of Realtors promotes the advancement of professionalism in real estate.

The National Association of Real Estate Appraisers (NAREA) provides the latest updates on guidelines, regulations, and trends. The National Association of Residential Property Managers (NARPM) provides a learning environment for owners of property management companies and their employees. There is a California state chapter.

B. Evaluate the results of the quantitative sources listed in the box above. The evaluation should include the anticipated effect of any recent or planned programmatic changes, how effectively the program addresses students’ needs, student success rates, and employment (labor market). Identify and discuss any unmet student needs.

There were 2147 total enrollments in REAL classes from Fall 2003 to Spring 2013, representing 1183 unique students. Real Estate courses had an overall CCR of 77.27%. The course completion rate for Merced College as a whole for Spring 2013 was 82.90%. The completion rate for Real Estate classes was lower than Merced College as a whole.

Of the 1183 unique students who enrolled in a Real Estate course from Fall 2003 through Spring 2013, a total of 115 students earned 150 degrees and certificates (124 Associate’s degrees, 26 certificates) (some students received multiple degrees and/or certificates) in 42 disciplines. General Studies was the most common degree awarded (18), followed by Paralegal Studies (16), Business Administration (15), and Real Estate (13). This suggests that while students taking Real Estate classes may not have been interested in pursuing a Real Estate degree, a number had an interest in other aspects of business. 15

In total, 30 of the 1183 students (2.54%) who enrolled in any REAL course during the reporting period enrolled in all six courses. Of these, 13 (43.33%) received a degree or certificate in Real Estate. This may suggest that students enrolling in a REAL course are not necessarily interested in obtaining a degree or certificate.

According to the California Employment Development Department (EDD), employment in California is expected to increase 9.7% by 2020 for appraisers and assessors, 15.6% for real estate brokers, 18.0% for real estate agents, and 4.6% for property and community association managers. Future employment trends for Merced MSA and the surrounding area are mixed. Employment for appraisers and assessors shows strong growth in Merced, but employment for real estate agents is expected to remain flat.

According to the BLS and the EDD, nationally and in California, brokers had the highest average annual salaries, and real estate agents had the lowest. Salaries for all occupations except real estate agents were higher in California than nationally; salaries for real estate agents were comparable. Trends for individual MSAs were mixed, but generally these occupations paid competitively at the MSA level as well. According to the CCCCO, the median wage two years after receiving an Associate’s degree in real estate was $34,385 and $31,135 two years after receiving a certificate.

According to Trulia.com, housing sales in Merced have declined since 2009. Projected sales for 2014 are similar to sales in 2000. Combined with the anticipated flat employment growth of real estate agents in Merced MSA, this suggests that employment opportunities for agents and brokers may be limited.

If the A.A. program in Real Estate is discontinued, students within the program would still have still have time to complete the existing certificate/AA degree. The students would be notified that they have until summer 2017 to complete the program and course substitutions would be available with approval by the Area 4 dean. Future students would perhaps be better served by a local certificate which could include REAL 42, Real Estate Principles, and REAL 43, Real Estate Practices, which meet the content requirements to prepare the students to take the Real Estate Licensing state exam.

C. Analyze the productivity of this program. Identify trends; determine and evaluate the (anticipated) effect of any recent or planned programmatic changes. Discuss the number of full-time and adjunct faculty, overload and reassigned FTEF, and the effect of these factors on the efficiency and sustainability of the program.

were typically taught by adjunct faculty.

D. Evaluate if the program addresses students’ needs with respect to equity in terms of diversity, age, and gender. Evaluate the impact of programmatic changes or other measures that have been implemented in order to improve student success or address unmet needs with respect to equity.

Students enrolled in Real Estate classes were most likely to be 19 or younger (21.43%), Hispanic (47.32%), and female (52.41%). In Spring 2013, Merced College students as a whole were most likely to be 20-24 (40.55%), Hispanic (53.02%), and female (55.73%). In terms of ethnicity and gender, Real Estate students were similar to the college as a whole. However, in terms of age, a greater proportion of Real Estate students were older.

IV QUALITATIVE INDICATORS AND DISCUSSION (Data resources may include: Office of Grants & Institutional Research reports, Program Investigation Committee research, discussions with faculty, students, and community; open forums, additional sources deemed appropriate by review committee.)

A. Provide a list of the qualitative information used in the program analysis. Submit the data itself as an appendix to this report. (Submit the data itself as an appendix to this report.)

 Discussion with Merced College Discipline Faculty in Business and Administrative Office Management  Discussion with Julie Clark, Curriculum Chair  Discussion with Amir Falahi, Counselor and Community member  Discussion with Khuram Anwar, Student  Discussion with Dean of Allied Health, Business, and Public Safety Dean Bobby Gregory

B. Evaluate the results of the qualitative sources listed in the box above The evaluation should include a summary of the qualitative information and discussion regarding how the information should be used in conjunction with the quantitative data in the previous section to provide a complete picture of the program

The program courses were open to all students. Low enrollment caused some classes to be cancelled. Very few students seek an A.A. degree in Real Estate. REAL 42 has the highest enrolment since REAL 42, Real Estate Principles, and REAL 43, Real Estate Practices, meet the content requirements to prepare the students to take the Real Estate Licensing state exam.

V SWOT ANALYSIS OF QUANTITATIVE AND QUALITATIVE DATA

Summarize the quantitative and qualitative data regarding the program’s strengths, weaknesses, opportunities and threats.

A. Program Strengths  Students may be using Real Estate classes at Merced College as a foundation for further business studies.  The Real Estate program prepares students for the Real Estate License test.  The Real Estate program may provide professional development opportunities for local practitioners.

B. Program Weaknesses  With the exception of REAL-42 and REAL-43, other Real Estate classes were not offered regularly in recent terms.  No full-time faculty are currently assigned to teach in the Real Estate program.  Only 10 A.A. degree and 3 certificates in Real Estate have been awarded within a 10 year time frame, from 2003-2004 to 2012-2013.  Other than REAL-42, the program has experienced low enrollment.

C. Program Opportunities  The program allows students to receive an AA degree or certificate in Real Estate which may prepare them for employment as a Real Estate agent or a broker.

D. Program Threats  Considering the current local employment situation and enrollment trends, faculty feel students are better served with a local certificate that prepares students for the Real Estate License Examination.  No full time faculty teach Real Estate courses  Program Reviews and SLO assessments have not been done

VI RECOMMENDATION

The Program Investigation Committee for Real Estate determined that the Real Estate program currently offered should be discontinued. It is felt that students are better served with a local certificate program that prepares students for the California Real Estate examination.

Date of Program Investigation report submitted by:

______Program Investigation co chair (print name) Program Investigation co chair (signature) Date

ADDENDA

Table 1: Real Estate-FTEF

Term REAL-42 REAL-43 REAL-45 REAL-46 REAL-48 REAL-49 Total Fall 2003 .2 - .2 - .2 - .6 Spring 2004 .2 .2 - .2 - - .6 Fall 2004 .2 .2 .2 - .2 - .8 Spring 2005 .4 .2 - .2 - .2 1.0 Fall 2005 .2 .2 .2 - .2 - 1.0 Spring 2006 .4 .4 - .2 - .2 1.2 Fall 2006 .2 .2 .4 - .2 - 1.0 Spring 2007 .4 .2 - .2 - .2 1.0 Fall 2007 .2 .2 .2 - - - .6 Spring 2008 .2 .2 - .2 - .2 .8 Fall 2008 .2 - - - .2 - .4 Spring 2009 .2 .2 - - - - .4 Fall 2009 .2 - .2 - - - .4 Spring 2010 .2 .2 - .2 - - .6 Fall 2010 .2 - - - - - .2 Spring 2011 .2 .2 - - .2 - .6 Fall 2011 .2 - - - - - .2 Spring 2012 .2 .2 .2 - - - .6 Fall 2012 .2 - - - .2 - .4 Spring 2013 .2 .2 .2 - - - .6 Average .24 .21 .23 .2 .2 .2 .65

Source: MCCD Class Counts

Table 2: Real Estate-FTES

Term REAL-42 REAL-43 REAL-45 REAL-46 REAL-48 REAL-49 Total Fall 2003 6.0 - 3.5 - 1.9 - 11.4 Spring 2004 5.8 4.7 - 3.5 - - 14.0 Fall 2004 7.6 2.3 4.0 - 2.3 - 16.2 Spring 2005 7.6 4.7 - 4.0 - 3.4 19.7 Fall 2005 9.5 4.8 3.9 - 2.6 - 20.8 Spring 2006 5.9 3.8 - 3.7 - 3 16.4 Fall 2006 5.3 2.7 5.0 - 2.8 - 15.8 Spring 2007 5.8 2.4 - 3.9 - 2.2 14.3 Fall 2007 2.4 1.2 1.1 - 1.1 - 4.7 Spring 2008 2.4 .8 - 1.3 - 1.1 5.6 Fall 2008 1.8 - - - - - 2.9 Spring 2009 1.4 1.2 - - - - 2.6 Fall 2009 2.6 - 1.7 - - - 4.3 Spring 2010 1.6 2.4 - 1.5 - - 5.5 Fall 2010 2.0 - - - - - 2.0 Spring 2011 2.5 2.7 - - 2.5 - 7.7 Fall 2011 2.3 - - - - - 2.3 Spring 2012 2.2 1.2 .9 - - - 4.3 Fall 2012 2.3 - - - 1.3 - 3.6 Spring 2013 .8 .9 .8 - - - 2.5 Average 3.9 2.6 2.6 3.0 2.1 2.4 8.83

Source: Ellucian

Table 3: Real Estate-Enrollment (Headcount) Term REAL-42 REAL-43 REAL-45 REAL-46 REAL-48 REAL-49 Total Fall 2003 84 - 44 - 26 - 154 Spring 2004 83 58 - 39 - - 180 Fall 2004 94 28 42 - 27 - 191 Spring 2005 102 48 - 45 - 36 231 Fall 2005 144 50 40 - 33 - 267 Spring 2006 84 41 - 40 - 31 196 Fall 2006 65 28 66 - 30 - 189 Spring 2007 76 36 - 46 - 25 183 Fall 2007 29 12 11 - - - 52 Spring 2008 27 9 - 14 - 11 61 Fall 2008 22 - - - 14 - 36 Spring 2009 16 12 - - - - 28 Fall 2009 27 - 18 - - - 45 Spring 2010 22 27 - 15 - - 64 Fall 2010 23 - - - - - 23 Spring 2011 38 29 - - 26 - 93 Fall 2011 27 - - - - - 27 Spring 2012 29 13 9 - - - 51 Fall 2012 27 - - - 17 - 44 Spring 2013 13 11 8 - - - 32 Total 1032 402 238 199 173 103 2147 Average 52 29 30 33 25 26 107 Source: MCCD Ellucian

Table 4: Real Estate-Course Completion (Headcount) Term REAL-42 REAL-43 REAL-45 REAL-46 REAL-48 REAL-49 Total Fall 2003 75.00% - 54.55% - 73.08% - 68.83% Spring 2004 80.72% 74.14% - 82.45% - - 78.89% Fall 2004 79.79% 82.14% 80.95% - 77.78% - 80.10% Spring 2005 67.65% 64.58% - 75.56% - 63.89% 67.97% Fall 2005 77.08% 74.00% 85.00% - 87.88% - 79.03% Spring 2006 77.38% 63.41% - 85.00% - 83.87% 77.04% Fall 2006 66.15% 85.71% 63.64% - 76.67% - 69.84% Spring 2007 76.32% 83.33% - 84.78% - 84.00% 80.87% Fall 2007 79.31% 83.33% 81.82% - - - 80.77% Spring 2008 81.48% 100.00% - 92.86% - 100.00% 90.16% Fall 2008 86.36% - - - 78.57% - 83.33% Spring 2009 87.50% 83.33% - - - - 85.71% Fall 2009 66.67% - 94.44% - - - 77.78% Spring 2010 72.73% 92.59% - 93.33% - - 85.94% Fall 2010 86.96% - - - - - 86.96% Spring 2011 76.32% 86.21% - - 80.77% - 80.65% Fall 2011 74.07% - - - - - 74.07% Spring 2012 75.86% 76.92% 88.89% - - - 78.43% Fall 2012 92.59% - - - 70.59% - 84.09% Spring 2013 61.54% 90.91% 100.00% - - - 81.25% Total 76.26% 77.86% 73.95% 83.42% 78.61% 78.64% 77.27% Source: Ellucian

Table 5: Real Estate-Course Success (Headcount) Term REAL-42 REAL-43 REAL-45 REAL-46 REAL-48 REAL-49 Total Fall 2003 60.71% - 50.00% - 69.23% - 59.09% Spring 2004 65.06% 62.07% - 61.54% - - 63.33% Fall 2004 71.28% 75.00% 66.67% - 51.85% - 68.06% Spring 2005 50.98% 54.17% - 64.44% - 61.11% 55.84% Fall 2005 65.97% 72.00% 77.50% - 78.79% - 70.41% Spring 2006 65.48% 60.98% - 72.50% - 61.29% 65.31% Fall 2006 55.38% 75.00% 57.58% - 70.00% - 61.38% Spring 2007 68.42% 77.78% - 73.91% - 68.00% 71.58% Fall 2007 65.52% 66.67% 72.73% - - - 67.31% Spring 2008 74.07% 77.78% - 92.86% - 100.00% 83.61% Fall 2008 72.73% - - - 78.57% - 75.00% Spring 2009 68.75% 83.33% - - - - 75.00% Fall 2009 51.85% - 83.33% - - - 64.44% Spring 2010 68.18% 81.48% - 86.67% - - 78.13% Fall 2010 78.26% - - - - - 78.26% Spring 2011 71.05% 75.86% - - 69.23% - 72.04% Fall 2011 62.96% - - - - - 62.96% Spring 2012 62.07% 69.23% 77.78% - - - 66.67% Fall 2012 81.48% - - - 58.82% - 72.73% Spring 2013 46.15% 81.82% 87.50% - - - 68.75% Total 64.44% 69.65% 65.55% 71.36% 68.21% 66.99% 66.60% Source: Ellucian

Table 6: Real Estate-Frequency of Course Offerings Term REAL-42 REAL-43 REAL-45 REAL-46 REAL-48 REAL-49 Total Fall 2003 1 MC - 1 MC - 1 MC - 3 MC Spring 2004 1 MC 1 MC - 1 MC - - 3 MC Fall 2004 1 MC 1 MC 1 MC - 1 MC - 4 MC Spring 2005 2 MC 1 MC - 1 MC - 1 MC 5 MC Fall 2005 1 MC, 1 LB 1 MC 1 MC - 1 MC - 4 MC, 1 LB Spring 2006 2 MC 1 MC, 1 LB - 1 MC - 1 MC 5 MC, 1 LB Fall 2006 1 MC 1 MC 1 MC, 1 LB - 1 MC - 4 MC, 1 LB Spring 2007 1 MC, 1 LB 1 MC - 1 MC - 1 MC 4 MC, 1 LB Fall 2007 1 MC 1 MC 1 MC - - - 3 MC Spring 2008 1 MC 1 LB - 1 MC - 1 MC 3 MC, 1 LB Fall 2008 1 MC - - - 1 MC - 2 MC Spring 2009 1 MC 1 MC - - - - 2 MC Fall 2009 1 MC - 1 MC - - - 2MC Spring 2010 1 MC 1 MC - 1 MC - - 3 MC Fall 2010 1 MC - - - - - 1 MC Spring 2011 1 MC 1 MC - - 1 MC - 3 MC Fall 2011 1 MC - - - - - 1 MC Spring 2012 1 MC 1 MC 1 MC - - - 3 MC Fall 2012 1 MC - - - 1 MC - 2 MC Spring 2013 1 MC 1 MC 1 MC - - - 3 MC Total 22 MC, 2 LB 13 MC, 2 LB 8 MC, 1 LB 6 MC 7 MC 4MC 60 MC, 4 LB Source: MCCD/SharePoint –Office of Grants and Institutional Research, Merced College Schedule, Class Counts

Graph 1: Real Estate-Age (N=2,147)

50 or over 11.36% 19 or under 21.43% 40-49 15.79%

35-39 20-24 7.59% 20.73%

30-34 8.94% 25-29 14.16%

Graph 2: Real Estate-Ethnicity (N=2,147) Unknown African-American 7.22% 6.80% American Indian/Alaskan Native Asian 0.65% 8.76%

White, Non- Hispanic 27.76%

Hispanic Pacific Islander 47.32% 0.75% Multi-ethnic 0.75%

Graph 3: Real Estate-Gender (N=2,147)

Male 47.59% Female 52.41%

Graph 4: Real Estate-Awards

AA CT

3 3 2 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0

Graph 5: Real Estate Degrees-Central Valley 2003-2004 to 2012-2013 160 Associate's degrees Certificates 138 140

120 108

100

59 60

40 34 33 30 25 19 20 15 10 10 6 3 0 2 0 0 Bakersfield College of the Fresno City Merced Modesto San Joaquin Solano Total College Sequoias College College Junior Delta College Community College College

Graph 6: Projected Employment Growth 2010-2020 California Fresno MSA Merced MSA Modesto MSA Stockton MSA 35.0% 33.3%

30.0% 28.6%

25.0% 20.9% 20.0% 20.0% 18.0% 17.6% 15.6% 14.3% 15.0% 13.3% 11.1% 11.1% 9.7% 10.0% 9.1% 9.0%

4.6% 4.8% 5.0%

0.0% N/A 0.0% 0.0% 0.0% Real Estate Appraisers and Real Estate Brokers Real Estate Sales Agents Property and Community Assessors Association Managers

Graph 7: Average Annual Salary National California Fresno MSA Merced MSA Modesto MSA Stockton MSA $120,000 $113,859

$100,714 $100,000

$82,846 $80,220 $77,376 $80,000 $72,030 $73,944 $71,885 $69,618.00 $62,213 $63,570

$60,000 $55,180 $54,475 $52,645 $54,080 $54,933 $51,930 $52,312 $50,502

$40,000 $37,274

$20,000

N/A N/A N/A N/A $0 Real Estate Appraisers and Real Estate Brokers Real Estate Sales Agents Property and Community Assessors Association Managers

ADMINISTRATIVE PROCEDURE 7214 – CONTRACT FACULTY HIRING CRITERIA

EEO Procedure An EEO committee shall be established by the Superintendent/President. The Superintendent/President shall consult with the Academic Senate on the membership of this committee professors, counselors, and librarians. Members of the EEO committee shall receive appropriate training and they, or trained monitors, shall be expected to observe the process used by selection committees. The EEO officer, or one member of the EEO committee, may serve as a consultant for the District hiring process. Additionally, the EEO officer, or designee, shall be responsible for monitoring other EEO procedures as described in the Merced College Faculty and Staff Diversity Plan, including but not limited to a review of the job descriptions and announcements, composition and procedures of selection committees, and the adequacy of the applicant pool.

All participants in the process of hiring faculty or on the hiring committee shall be given appropriate orientation in EEO procedures and an understanding of the EEO goals and timetables of the Merced College Faculty and Staff Diversity Plan so that success in reaching those goals may be better assured. The Office of Human Resources shall ensure that the selection committee is ethnically diverse as well as knowledgeable about, and responsive to, the Merced College Faculty and Staff Diversity Plan.

Procedure for Evaluation of Staffing Needs The need for contract faculty positions shall be cooperatively determined, through a well- defined, thoughtful planning process involving college administrators, the academic senate, and faculty in the subject area discipline. The process to determine if faculty positions are to be recommended should, for instance incorporate numerical ratios of full- time faculty to part-time faculty, appropriate growth data from departments or divisions, quantifiable needs in recruiting part-time faculty, and other such evidence that may be appropriate. The raw data generated shall be developed into appropriate information showing or describing patterns that may be used to generate recommendations for faculty hiring. The recommendations for hiring would be developed and forwarded to the Board through a process agreed to by the administration and the Academic Senate. (see INSTRUCTIONAL, LIBRARIAN, AND COUNSELING CONTRACT FACULTY PRIORITIZATION CALENDAR).

The gathering of the data and information relative to faculty positions should be concluded before the start of the budget cycle in order to include the recommendations the Board may make in the development of the college budget.

Procedure for Prioritization of New Contract Faculty Hires A Hiring prioritization committee (See appendix A for prioritization process) will develop a priority listing for new faculty positions based on with a data (Quantitative and Qualitative) driven process developed by the administration in consultation with the Academic Senate. The prioritization would include only new contract faculty, counselors, and librarians. Counselors, librarians, and other instructional and student services faculty will use a similar hiring prioritization with their respective Vice-Presidents. An individual (supervisor, manager, dean, faculty member or designee) requesting a new faculty member would be offered an opportunity to present his/her request to the faculty hiring prioritizing committee. 26

If modifications to the list are recommended by the Superintendent/President then the rationale for modification, utilizing both qualitative and quantitative data shall be communicated to the staff priorities prioritization committee and the Academic Senate in both verbal and written form. The Superintendent/President shall present the final list of recommendations to the Board. Upon Board approval the search process shall begin.

In the event that the disciplined faculty of an area dean does not submit entries into the process, the Dean shall seek assurances from the discipline indicating that they do not have a request at this time. If this process does not provide an appropriate response, then the Dean shall work with the Academic Senate to obtain the appropriate data and information.

Search Procedures The appropriate area dean and faculty lead, as well as at least one administrator or certificated manager from the area for which the position will be hired, and the Human Resources Supervisor will work together to develop the faculty position announcement and qualifications once Board approval has been granted.

The minimum qualifications adopted by the Board of Governors may not be reduced by this requirement. However, through this process the minimum qualifications may be broadened or raised. A Course/Discipline List developed by the Academic Senate and the Office of Instruction and approved by the Board that matches the District's course offerings with the Disciplines List of Minimum Qualifications adopted by the Board of Governors shall be consulted when developing the job qualifications and position announcement. Job qualifications must include, “sensitivity to and an understanding of the diverse academic, socioeconomic, cultural, disability and ethnic backgrounds of community college students.”

Additional qualifications may include the following:

 Academic qualifications beyond the minimum set by law and regulation if these qualifications would provide the basis for better teaching or other service;  Measures of pedagogical skill such as evaluations of prior experience, education course work, or demonstrations of effectiveness as a teacher, counselor, librarian, or other faculty member; and  Specific preparation to offer instruction or other service narrower in scope than a discipline. (For example, when hiring someone to teach piano, the college would require not only qualifications to teach music, but specific qualifications to teach piano.)

Clear and complete job specifications, including all job related skill requirements and any additional qualifications recommended by the faculty, appropriate administrator or certificated manager are prepared for each position. The job specifications are reviewed by the EEO officer before each position is announced to ensure conformity with the college's EEO and nondiscrimination commitments.

It is the intent of the District that approval of open positions and initiation of the hiring process be early enough in the year to allow for all procedures to be undertaken in a thorough and thoughtful manner, ensuring that the hiring process is completed during the 27 academic year, and well in advance of employment. Whenever possible, the length of the advertising period should be six weeks, to allow for adequate distribution and response and to help obtain larger and more balanced applicant pools.

Selection Committee Procedure The composition of the selection committee shall include 4 faculty members appointed by the academic senate in consultation with the faculty of the discipline or subject area. It is recommended that for disciplines that are represented at both campuses, that at least one member be from the discipline on the other campus. The discipline faculty lead or designee shall be one of the faculty members; the area dean or educational administrator shall be one of the members. One member from the EEO committee shall be appointed by the academic senate to each selection committee. The Academic Senate may also appoint a classified member or student representative to the committee. The district EEO officer or designee, who is not a voting member of the selection committee, shall review the composition of the committee and has the prerogative to add additional members to the committee to meet EEO guidelines. If the committee representation is still not balanced, then the EEO officer, or designee, shall present such evidence to the Superintendent/President together with recommendations for restructuring the committee composition. Upon recommendation of the EEO officer or designee the Superintendent/President and the Academic Senate shall work cooperatively to garner appropriate committee representation.

All members of the selection committee shall be oriented in the EEO goals and procedures of the District. Attached at Appendix B is the complete set of steps involved in the hiring process. The initial meeting of this committee shall be arranged by the Human Resources Supervisor, or designee prior to paper screening. The committee, at its first meeting, shall:

 Select a committee chair, who may be a faculty member.  Orient committee with EEO laws.  Formulate interview questions to ensure a thorough assessment of the qualifications, including the teaching demonstration topic.  Modify applicant rating sheet to tailor for each particular job description (previous rating form may be referenced).  Establish meeting dates

Each individual employed must possess qualifications that are at least equivalent to the applicable minimum qualifications specified in regulations adopted by the Board of Governors. If a candidate does not have the minimum qualifications but, has background that the selection committee believes is equivalent, then the Equivalence Procedure will be followed. This should be done before the candidate is granted an interview.

The responsibilities of the selection committee are to:  Review all completed applications;  Evaluate each candidates application materials in regard to subject area knowledge and competency, teaching and communication skills, commitment to professional growth and service, potential for overall college effectiveness, and sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, and ethnic backgrounds of the District's students; 28

 Provide for appropriate teaching demonstrations, writing samples, and/or other performance indicators related to the subject area;  Select for interview those candidates who are most suitable;  Conduct interviews and use a rating system to evaluate responses;  Individual committee members must be present for each interview in order to participate in the evaluation of candidates; and  Conduct teaching demonstrations;  Maintain confidentiality of materials and information about candidates.

All selection procedures are subject to review by the EEO officer, who, in turn, may recommend modifications to the procedures.

The chair shall lead the committee discussion regarding strengths and weaknesses of the candidates and summarize committee rankings. The committee may include rankings and/or written comments for each candidate as a further means of communicating its recommendations.

From among those interviewed and considered well qualified, the committee shall select 0-4 (zero or up to four) candidates per position opening for final interviews. The candidates forwarded shall be the most suitable to fulfill the requirements of the faculty position. If the committee cannot recommend any of the applicants then normally the hiring process shall be reopened.

The appropriate Vice President and Chair and or dean (provided dean is not chair) shall review the selection committee's final recommendation and may interview the finalists and conduct additional reference confirmations.

Upon the recommendations of the Vice President and Chair and or dean, reference confirmations will be performed by Human Resources and may include academic background, professional experience, and personal qualities relevant to performance in the faculty position.

Final hiring decisions by the Superintendent/President are, whenever reasonably possible, made during the regular academic year and promptly communicated to the faculty. Only in exceptional circumstances and for compelling reasons, communicated to the selection committee and the Academic Senate President, will someone be hired as a faculty member who has not been found to be among the most suitable by the selection committee

The selection of the finalist to be recommended to the Board shall be made by the Superintendent/President. If exceptional circumstances and compelling reasons exist why the Superintendent/President cannot chose any of the final candidates recommended, then he/she shall meet with the selection committee to discuss these issues. If the selection committee and the Superintendent/President cannot reach agreement as to a candidate, then the Superintendent/President shall put his/her objection in writing to the selection committee and the Academic Senate President and the position may, if necessary, be reopened.

Procedure for Hiring Faculty for New Programs

If a discipline faculty and or area dean would like a new program requiring additional faculty members, then that position shall be submitted to the new faculty hiring process previously described.

Procedure for Hiring Replacement Faculty, Expanding Programs, and New Programs When a faculty member leaves the College through retirement or for other reasons, the discipline faculty along with area dean may submit quantitative and qualitative information as to why a replacement or expanding program is necessary. The same process as used for the hiring of new faculty shall be used to gather data and information relative to the replacement of faculty. Then the process previously described for the hiring of new faculty shall be followed. (See appendix A for prioritization process) Replacement faculty will also use the same search and selection committee procedures identified above. However, replacement faculty positions will follow the faculty replacement process (See appendix B), to create a listing of faculty positions to be replaced, with a data (Quantitative and Qualitative) driven process developed by the administration in consultation with the Academic Senate.

If modifications to the list are recommended by the Superintendent/President then the rationale for modification, utilizing both qualitative and quantitative data shall be communicated to the replacement committee and the Academic Senate in both verbal and written form. The Superintendent/President shall present the final list of recommendations to the Board. Upon Board approval the search process shall begin.

If a discipline faculty and or area dean would like a new program requiring additional faculty members, then that position shall be submitted to the new faculty hiring process previously described.

New Replacemen Final Search Request t Order Request Submit Submit Data Data Board Approved Replacements Prioritization Replacement committee committee

Board President President Approved New Board Board

Procedure for Hiring Contract Faculty with Special Funding: Non-Tenure Track The Board authorizes the employment of personnel for specially funded programs under provisions of education Code Section 87470. If special funding is to be used for a contract position, then the dean will submit a request to the President. If approved faculty will be hired as non-tenure track using the same search and selection procedures previously described. The process of hiring faculty into programs funded through special funding shall be the same as the process for hiring any new contract faculty member. If the normal faculty hiring prioritization process, previously described, is not followed then the President of the Academic Senate shall be informed, in written and verbal form, as to the rational for the decision outside the normal process by the Superintendent/President. The rational shall be reviewed by the Academic Senate with any recommendations communicated to the Administration and or the Board.

In addition, specially funded personnel shall be informed in writing of the special terms and conditions of employment, including a statement that such employment will be terminated at the end of the special funding and that such employment shall not be included in computing service required for attainment of a classification as a tenure track employee of the District.

Hiring Temporary Full-Time Faculty: Long Term Substitute The same procedures used for hiring contract faculty will be used for hiring temporary full- time faculty with the following exceptions:

 The position may be requested at any time during the year on an as-needed basis by the discipline faculty via the dean.  The position request shall address the reasons for filling the position in a temporary status; i.e. full-time faculty leave replacement, unexpected resignation or departure of a full-time faculty member, or unexpected program growth necessitating expansion of department.  The discipline requesting the position will do so via a letter to the appropriate Vice 31

President.  The appropriate Vice President will inform the Senate President and the College Superintendent/President of his or her recommendation regarding filling the position.  The Senate President will send his or her comments of support or non-support regarding the Vice President’s recommendation to the Superintendent/President.  The Superintendent/President will review both the Vice President and Senate President’s recommendation and make a decision whether or not to hire under this provision.  Outside of the academic year, requests go to the appropriate Vice President who will confer with the Senate President and both parties will make a recommendation to the Superintendent/President.  The finalists shall be interviewed by the appropriate Vice President or his or her designee and, with consent of the President; an offer will be made once the assignment is confirmed from the District.

Procedure for Administrator Hiring The definition of an administrator, in accordance with Education Code 87001 (a) and concurrence with current local practice, is an individual who is employed by the District in a certificated supervisory or management position. This interpretation is taken to mean those positions that the District, through its history, have considered, by designation to be administrative or management positions. (BP 7250)

The Superintendent/President and/or designee will consult the Academic Senate and the Hiring Priorities Committee when the administration deems it necessary to replace or add an administrative position.

In the event that the position of Superintendent/President is being filled then the process/procedure in Board Policy (2431) shall be followed.

Procedure for Review and Revision This hiring policy and its procedures are subject to review and revision at the request of the Academic Senate, the Administration, or the Board. Should the Academic Senate, the Administration, or the Board indicate a need to modify this policy, the parties will endeavor to reach mutual agreement of said modification. The Board of Trustees has final authority to retain or modify this policy relative to Title 5 Regulations 53200 - 53204.

APPENDIX A INSTRUCTIONAL, LIBRARIAN, AND COUNSELING CONTRACT FACULTY PRIORITIZATION PROCESS

Contents Introduction Calendar Hiring Prioritization Committee Membership Instructional Contract Faculty Request Form  Presentation Questions Librarian Contract Faculty Request Form  Presentation Questions Counselor Contract Faculty Request Form  Presentation Questions and Criteria Data Appendices  Appendix A1: Glossary of Data Terms  Appendix A2: Data example Instruction  Appendix A3: Data example Instruction  Appendix A4: Data example Library (note: There is no appendix for a data example for counseling because it is in the form)

Introduction  This packet is meant to provide you with all of the information you need to participate in the Faculty Hiring Prioritization Process. A word document with the request form will be sent separately so that you can fill in the request form electronically.  Information on how to access the data you have requested in order to fill out the request form will be sent to you on Monday, October 17, 2011.  All of the important dates for the process are listed in the calendar provided on page 2.  The criteria for evaluating presentations are enclosed in this document as well.

INSTRUCTIONAL, LIBRARIAN, AND COUNSELING CONTRACT FACULTY PRIORITIZATION CALENDAR From To Discipline faculty complete request form* and turn in to Area October November Dean/Director Area Dean/Director meets with all Faculty Leads and coordinators all together to prioritize within their area. . The October November Senate president will inform area deans/directors and faculty leads of due dates. Prioritizing Committee** receives all area prioritized lists for October-November review. Faculty will present*** to the committee (10 minutes for one position, 15, minutes for more than one.) October-November

Senate President takes committee recommendations to the VPI, VPSS and the President November

IMPC, and SSMPC, will hold meetings to review rankings and November November make comments to appropriate VP EMPC reviews recommendations November

VPI and VPSS Recommendations to President November President recommends positions to the Board of Trustees for inclusion in budget assumptions. HR should be notified within December two weeks of board approval. *Discipline faculty should alert their dean/director to the position that will be requested at the beginning of the process. The dean/director can then insure that no duplication of requests is made. If a position is desired in a discipline with no full-time faculty, the faculty lead or dean/director can submit the request.

Hiring Prioritization Committee Membership  The committee will be chaired by the Academic Senate President.  The Academic Senate will make every effort to recruit faculty members from each cohort so that at the very least every instructional area is represented by a faculty member. The faculty leads in each instructional cohort will recruit faculty members for this committee that do not come from a discipline that is submitting are not presenting a position request.  One of the Counseling faculty leads, a Los Banos faculty member, and a faculty librarian will serve on the committee.  Three instructional deans, a dean from student services, and the Director of the Learning Resources Center will serve on the committee.

INSTRUCTIONAL CONTRACT FACULTY REQUEST FORM

School Year: Discipline:

Position is: New Replacement If new, is this request in your Yes No program review? Is this a CTE Yes No Program? Replacement for (name of position): Data-Please insert your data here (copy and paste from excel)-Example in Appendix B and C

Questions

1. Briefly summarize how the position relates to: a. Institutional student learning outcomes b. Program student learning outcomes. c. Course student learning outcomes. d. Program Review e. Educational plan, Strategic plan, and/or Institutional goals. 2. How many full time people are in the Department? 3. Briefly explain how the requested position may be needed to support growth or job demand in the area. 4. How would this requested position support the college’s vision, and mission, & Strategic Plan? 5. Briefly explain how not getting this position would affect your program. 6. Briefly explain any important information that is not reflected in the provided data.

7. Is this position needed for accreditation or to meet state/regional regulations? If so, please identify the specific agency and requirement. (Include the appropriate section of the document that demonstrates the requirement). 8. Is the position needed for collaboration or an interdisciplinary program? If so, please specify.

9. Is the requested position funded and required by categorical funds or a grant? If so, please specify. (Please include a copy of the section of the grant/fund that requires the position.) If the position is required for a grant is it in kind or a new position? Will this position need to be institutionalized when the grant expires? 10. Is this the only program offered in the region (Central Valley Higher Education Consortium)? http://www.collegenext.org/explore.html

Yes No

11. Briefly explain how the requested position may be needed to support growth or job demand in the area.

12. Briefly explain how the requested position affects your program?  13. Is the position needed for collaboration or interdisciplinary program? If so, please specify.

Submission Signatures Faculty Member Is this the presenter? Yes No, then who:

Dean

Presentation Before 12pm After 1pm Preference

Instructional Contract Faculty Hiring Prioritization Presentation Questions Instructions for Presenters

You have 10-15 minutes for your presentation, the scheduled time will be sent to your presenter on by the senate president. Here are some areas to cover when conducting your presentation to the hiring prioritization committee. 1. Briefly summarize the criteria and discussion your area used to rank your position? 2. What effects would having or not getting the requested position having a full-timer have on your department?

3. How does this position support any of the following: transfer, basic skills, or career and technical education?

Briefly summarize the assessment of the data (refer to your program review). Make sure to highlight the significant aspects of the information. For instance:  Illustrate how the Full-time to Part-time ratio will be reduced bringing it closer to the goal of the 75/25 ratio of FT to PT?

 Highlight the FTES trends observed in the last 5 years, especially if there is an increase (trends)?

 Address increases in student transfers, degrees, employment or certificates in your programs?

 Compared to the Merced College rate, what are your student attrition, success, and retention rates?

Criteria used to evaluate presentations

1. Position broadly affects college. Application questions #1 and 2 2. External accreditation/certification or state compliance issue required to maintain the program. Application question #3 3. Sources of funding are categorical or grant and funds must be used to hire faculty. Application question #4 4. College commitment to have the program because it is the only program in the region. Application question #5 5. Prospect for growth or high demand for jobs in community. Application question #6  Labor market info, if applicable  Industry advisory committee input, if applicable 6. Data indicates the position specifically affects the program, examples include, but are not limited to: Application questions #7 and 8  Faculty to adjunct ratio is below the college mean.  Total FTES increased or maintained the same for last 5 years.  Average FTES per section increased or maintained the same for last 5 years.  Number of degrees/certificates awarded meets region or state mean for last 5 years.  Number of transfer students is equals region or state mean for last 5 years.  Historical attrition rate is less than 13% for last 5 years.  Persistent rate is at or greater than 70% for last 5 years.  Retention rate is at or greater than Merced College percentage, for last 5 years.  Success rate is at or greater than Merced College percentage, for last 5 years.  Continuity  Departments with 1 or no contract faculty  Productivity  Opportunity to increase diversity  Needed interdisciplinary or collaboration for program

COUNSELING CONTRACT FACULTY REQUEST FORM

Full-Time Faculty Request School Year:

Discipline: Counseling Cohort

Position Counselor Requested: Position is: New Replacement If new, is this request in your Yes No program review? Replacement for (name of position): Requested Data (Note: Data will be updated on an annual basis) Data-Please insert your data here (copy and paste from excel)

STUDENT COUNT RELEVANT TO SERVICES PROVIDED FOR STUDENTS SERVICES PROVIDED #of contacts SERVICES PROVIDED #of contacts Los Los Merced Merced Banos Banos GENERAL COUNSELING SERVICES PROGRAMS: SPECIAL POPULATIONS Academic Follow-up Athletics Counseling CalWORKS Counseling Career Counseling (MC/LB) Career Test Interpretations, i.e. Myer-Briggs, Strong Disabled Student Programs & Services

Interest Inventory (DSPS)Counseling (MC/LB) Probation Dismissal Academic Counseling (General Extended Opportunity Programs &

Area) Services (EOPS) Counseling Course Placement Using Accuplacer & Multiple International Students (MC)

Measures Counseling Probation 1/2 Graduation Applications Personal (MC) Counseling Provide Counseling for Non-Credit High School Outreach Programs: Abbreviated Educational Plan Computers in Business Program Letters of Recommendations Medical Assisting Program or Letters of Referrals Process Petition Forms such ESL Program as: Academic Renewal, Course Veteran’s Counseling Substitution, Credit by Transfer Counseling Exam, General Petition, Petition for Late Term Withdrawal, Petition to Repeat a

Course, Pre-requisite Challenge Probation Interventions:

Workshops

Contracts

Student Comprehensive

Educational Plans

Questions: 1. Briefly summarize how the position relates to:  a. Institutional student learning outcomes: b. Student Learning Outcomes: c. Increase in student enrollment:   2. How would this requested position support the college’s vision, and mission and Strategic Plan? 3. Was this position requested in your last program review or is this a late retirement? 4. Is this position needed for accreditation or to meet state/regional regulations? If so, please identify the specific agency and requirement. (Include the appropriate section of the document that demonstrates the requirement).

5. Is the requested position funded and required by categorical funds or a grant? If so, please specify. (Please include a copy of the section of the grant/fund that requires the position.) If the position is required for a grant is it in kind or a new position? Will this position need to be institutionalized when the grant expires? 6. Briefly explain how the requested position may be needed to support growth or job demand in the area? 7. Briefly explain how not getting the requested position would affects your program.

Briefly explain how the requested position may be needed to support growth or job demand in the area.

8. Is the position needed for collaboration or interdisciplinary program? If so, please specify.

9. Briefly summarize the general counselor: student ratio at Merced College.

10. Briefly describe how this position will increase student retention and success.

Briefly explain any important information that is not reflected in the provided data.

Submission Signatures Faculty Lead Date ______Faculty Member Date ______Faculty Member Date ______Faculty Member Date ______Dean of Student Services Date ______Vice President of Student Personnel Date ______

Position Request Supported by:

Counseling Contract Faculty Hiring Prioritization Presentation Questions Instructions for the presenter. You have 10-15 minutes for your presentation, the scheduled time will be sent to your presenter by the senate President

Here are some areas to cover when conducting your presentation to the hiring prioritization committee. 4. Briefly summarize the criteria and discussion your area used to rank your position?

5. What effects would having or not having a full-timer have on your department?

6. How does this position support any of the following: transfer, basic skills, or career and technical education?

Briefly summarize the assessment of the data (refer to your program review). Make sure to highlight the significant aspects of the information. For instance:  Address increases in student transfers, degrees, employment or certificates at the college and its affect effect on your program?

Briefly summarize the general counselor: student ratio at Merced College

Criteria used to evaluate presentations 1. Position broadly affects college. Application questions #1, 2, 3, and 10 2. External accreditation/certification or state compliance issue required to maintain the program. Application questions #4 3. Sources of funding are categorical or grant and funds must be used to hire faculty. Application question #5 4. Prospect for growth or high demand for jobs in community. Application question #6  Labor market info, if applicable  Industry advisory committee input, if applicable 6. Data indicates the position specifically affects the program, examples include, but are not limited to::  Application questions #7, 8, and 9  Continuity  Departments with 1 or no contract faculty  Productivity  Opportunity to increase diversity  Needed interdisciplinary or collaboration for program

LIBRARIAN CONTRACT FACULTY REQUEST FORM

School Year: Discipline: Faculty Librarian

Position is: New Replacement If new, is this request in your Yes No program review? Replacement for (name of position): Data-Please insert your data here (copy and paste from excel)-Example in Appendix D

Questions 1. Briefly summarize how the position relates to: a. Institutional student learning outcomes: b. Area student learning outcomes or service area outcomes: 2. How would this requested position support the college’s vision, and mission, & Strategic Plan: 3. Briefly summarize the general librarian to student ratio at Merced College: 4. Briefly describe how this position will increase student retention and success: 5. Briefly explain how the requested position affects your program and services: 6. Briefly explain how the requested position will enable the LRC to provide increased services to students. 7. Briefly explain how not getting this position would affect the LRC. 8. Briefly explain any important information that is not reflected in the provided data.

Submission Signatures Position request supported by: Who will be presenting the request? Presentation Before 12pm After 1pm Preference

Manager signature:

Criteria used to evaluate presentations 1. Position broadly affects college. Application questions: 1, 2, and 4 2. External accreditation/certification or state compliance issue required to maintain the program (title 5 regulations). Application question: 3 3. Sources of funding are categorical or grant and funds must be used to hire faculty. Application question: 5 4. Position specifically affects the program and services. Application question: 1 and 5 5. Data indicates:  Average number of faculty librarians for colleges with similar FTES in California, comparison with Merced College.  The national average ratio for librarians to students at associate degree granting institutions.  Number of transfer students (Merced College trends).  Faculty to adjunct ratio is below the college mean.  Program Continuity (gaps in services)  Departments with 1 or no contract faculty  Workload measures by area of responsibility  Opportunity to increase diversity  Needed interdisciplinary or collaboration for program

Appendix A1-Glossary of data terms Glossary of Data Terms 1. Total student CAP is the number of enrollment positions available for the sections offered. 2. Percent Filled is the percentage of the total student CAP taken up by the total enrollment. It is calculated by dividing the total enrollment by the total student CAP. 3. WSCH (weekly student contact hours), WSCH is calculated by multiplying the number of students in a class at census by the number of hours per week the class meets. WSCH is used to calculate the full time equivalent student (FTES), which is used to determine how the college is paid apportionment. 4. FTEF-FT is the full time (contract) faculty number based on the full time equivalent faculty (not headcount). For example, there may be 4 headcount faculty in a department. If 3 of the faculty teach full time and one has 50% reassign time, then the FTEF is 3.5. 5. FTEF- FTOL is the sum of the overload of the contract faculty based on full time equivalent faculty (not headcount). For example, there may be 4 contract each teaching 0.20 (20%); the FTEF-FTOL would be 0.80 or 0.20 x 4 = 0.80. 6. FTEF-PT is the sum of the part time (adjunct) load based on the full time equivalent faculty (not headcount). For example, there may be 4 adjunct each teaching 0.20 (20%); the FTEF- PT would be 0.80 or 0.20 x 4 = 0.80. 7. TOTAL FTEF is the sum of all the teaching load in full time equivalent faculty. In other words the sum of FTEF-FT, FTEF-FTOL, and FTEF-PT. 8. PRODUCTIVITY is a measurement of efficiency. It is calculated by dividing the weekly student contact hour (WSCH) by the full time equivalent faculty figure (FTEF-FT or FTEF- FTOL, or FTEF-PT depending upon who is teaching the class). The state bases its productivity on a full time student and is identified as 525. The productivity varies by discipline. Generally speaking the productivity of science classes will be 600+ and the smaller classes, English will be about 450. These figures vary because the number of students in the class and the number of hours per week a class meets varies. Classes below 400 would be a concern to the college. 9. PERCENT FTEF-FT is the percent of full-time (contract) faculty relative to the TOTAL FTEF. For example if the TOTAL FTEF is 100 and the FTEF-FT is 20, then the PERCENT FTEF-FT is 20% or 20/100 x 100 = 20%. 10. PERCENT FTEF-FT OL is the percent of overload of full time (contract) faculty relative to the TOTAL FTEF. For example if the TOTAL FTEF is 100 and the FTEF-FTOL is 20, then the PERCENT FTEF-FT is 20% or 20/100 x 100 = 20%.%. 11. PERCENT FTEF-PT is the percent of FTEF that part-time (contract) faculty represent relative to the TOTAL FTEF required to teach the program courses. For example if the TOTAL FTEF is 100 and the FTEF-PT is 20, then the PERCENT FTEF-PT is 20% or 20/100 x 100 = 20%.%. 12. Total FTES represents the sum of all the full time equivalent students for all the classes. FTES is used to determine how Merced is paid apportionment. 13. Average FTES per section is determined by adding up all the FTES for a discipline and dividing by the number of sections offered. For example, if there are 220 sections of all types of English classes with a total FTES of 550, the Average FTES is 550/220= 2.5. Some sections may have a higher FTES while others have a lower figure, but, the average for the discipline is 2.5. Rule of thumb is that a 3 unit lecture class should yield 3 FTES. 14. Degrees awarded represent the number of degrees the college issues for a discipline. Realize that students must apply for a degree. It is possible student earn enough units for a

degree, but do not apply. This is comment in the sciences because the number of units needed for a degree is greater than a 4 year college will accept. Thus, most science student transfer after they earn enough units to transfer and complete their general education at the 4 year institution. 15. Certificates awarded represent the number of certificates the college issues for a discipline. Realize that students must apply for a certificate. It is possible student earn enough units for a certificate, but do not apply. Most certificates are in the vocational programs. Realize there are 2 types of certificates, those greater than 18 units (Certificate of Achievement), but less than an associate degree and those less than 18 units. By law, Merced is only allowed to transcribe Certificate of Achievements on student transcripts. Thus, certificates less than 18 units will not be seen in the count of certificates awarded. 16. Attrition% – is the percentage of students who drop out of class. This is calculated by dividing the number of students not completing the class by the number of students at census and multiplying by 100. 17. Retention% represents the percentage of students retained for the semester. It is calculated by dividing the number of students earning a grade of A,B,C,D,F,CR,NC,I,P,NP by the number of students earning a grad of A,B,C,D,F,CR,NC,W,I,P,NP,DR. The difference between retention and success is that the numerator of success is limited to passing grades. Thus, success tends to be a lower number than retention. 18. Success% represents the percentage of students who successfully complete a class. It is calculated by dividing the number of students earning A,B,C,CR,P by the number of students earning a grade of A,B,C,D,F,CR,NC,W,I,P,NP,DR. The difference between retention and success is that the numerator of success is limited to passing grades. Thus, success tends to be a lower number than retention.

Appendix B A2-Instructional Faculty Data 2006- 2007- 2008- 2009- 2010- District (avg. ITEM 07 08 09 10 11 2005-10) Number of sections Total student CAP Total enrollment Percent Filled Total WSCH FTEF-FT FTEF-FTOL FTEF-PT Total FTEF (FT and PT) Productivity (WSCH/FTEF) Percent FTEF-FT Percent FTEF-FTOL Percent FTEF-PT F/T to P/T Ratio Unique FT Faculty Unique PT Faculty Total FTES Average FTES/section Degrees awarded Certificates awarded Attrition % Retention % Success %

Appendix C A3- Instructional Data Example

ITEM 2005-06 2006-07 2007-08 2008-09 2009-10 District (avg. 2005-10) Number of sections 72 68 71 82 87 4,260 Total student CAP 2,235 2,052 2,213 2,523 2,905 113,780 Total 320 Enrollment 1,271 1,309 1,611 1,900 2,057 99,668 Percent Filled 56.9% 63.8% 72.8% 75.3% 70.8% 87.6% Total 320 WSCH 3,408 3,570 4,372 4,813 5,131 284,607 FTEF-FT 2.73 2.60 2.27 3.60 3.43 246.14 FTEF-FTOL 3.03 2.00 2.67 2.60 2.53 52.54 FTEF-PT 5.53 6.53 7.20 6.93 4.83 334.40 Total FTEF (FT and PT) 11.30 11.13 12.13 13.13 10.80 633.07 Productivity (WSCH/FTEF) 302 321 360 366 475 450 Percent FTEF-FT 24.2% 23.4% 18.7% 27.4% 31.8% 38.9% Percent FTEF-FTOL 26.8% 18.0% 22.0% 19.8% 23.5% 8.3% Percent FTEF-PT 49.0% 58.7% 59.3% 52.8% 44.8% 52.8% Total 320 FTES 113.6 119.0 145.7 160.4 171.0 9,486.9 Average FTES/section 1.6 1.7 2.1 2.0 2.0 2.2 Degrees awarded - - - - - 658 Certificates awarded - - - - - 155 Attrition % 5.0% 8.5% 6.3% 4.5% 3.9% 2.4% Retention % 95.0% 91.5% 93.7% 95.5% 96.1% 97.6% Success % 80.6% 76.7% 78.6% 77.9% 81.6% 79.3%

Appendix D A4-Librarian Data Example

200 200 200 200 District ITEM 6- 7- 8- 9- 201 (avg. 07 08 09 10 0-11 2005-10) Faculty to adjunct ratio Total FTES (District) FTEF-FT FTEF-FTOL FTEF-PT Total FTEF (FT and PT) Workload (area of responsibility affected)* -Students served if area is a student service Percent FTEF-FT Percent FTEF-FTOL Percent FTEF-PT National average ratio of librarians to students Ratio of FTES to librarian at Merced College Average number of faculty librarians at colleges with similar FTES in CA-include tables Ratio of FTES to librarians at colleges with similar FTES (for average above) Average number of faculty librarians for Central 14 colleges-include tables Ratio of FTES to librarians in the Central 14 (for average above) *Workload individual to area of responsibility i.e. cataloging, ILL, tours/orientations, reference desk

Appendix E A5 Examples of tables

APPENDIX B INSTRUCTIONAL, LIBRARIAN, AND COUNSELING CONTRACT FACULTY REPLACEMENT PROCESS

Contents

Introduction

Faculty Replacement Committee Membership

Faculty Replacement Committee Procedure

Introduction

The need for replacement faculty positions will follow this process parallel to the Hiring prioritization process. The Faculty Replacement Process will be ongoing throughout the academic year, and meet as needed to review replacement positions. Only positions that were vacated in the prior or current year are eligible for this replacement process. All other positions will go through the Procedure for Prioritization of New Contract Faculty Hires.

INSTRUCTIONAL, LIBRARIAN, AND COUNSELING CONTRACT FACULTY REPLACEMENT CALENDAR

Discipline faculty complete request form* and turn in As the need for replacement positions are identified to Area Dean/Director Faculty will present*** to the As needed throughout the year committee EMPC reviews As needed throughout the year recommendations VPI and VPSS Recommendations As needed throughout the year to President President recommends As needed throughout the year positions to the Board of Trustees

* Use appropriate form from Appendix A Replacement Faculty Committee Membership  Chair: Academic Senate President or Faculty Designee  The Direct Supervisor  VPI or VPSS (depending on replacement position(s) to be reviewed at the meeting)  Faculty from disciplines seeking replacement positions

Faculty Replacement Committee Procedure

Faculty who are anticipating leaving the college should notify their discipline as early in the year as possible. The remaining discipline faculty will then gather data and submit a request using the appropriate form (from Appendix A).The committee will meet as needed to review replacement faculty positions.

The committee will review replacement positions according to the following criteria:

 Number of contract faculty in the department (including the position being reviewed)  Course offering history & projected offerings  Enrollment history & projected enrolments