ࡱ> gif 'bjbj $V̟̟=^^!!!!!5Y Y Y 8  $5 8 !! !7777777 :<F7!!!!!!7""!! 7""""""!.! ! 7""!7""""5!!}7Hi8iY "Q6770 8i6=""=0}7""}7!7!!!55$ Y 55Y ^ :   Questions for all departments across campus: How much B budget has remained at the close of the fiscal year over the last three years? What is the estimated financial need for printing and are there any plans to try to reduce these costs? We calculated costs for printing based on a formula that would allow instructors to give 20 copies per student per quarter. Copies may consist of quizzes, exams, syllabi, calendars, assignment sheets, or other handouts as each instructor may choose. We believe this is a conservative allowance. We multiplied the number of copies by the approximate number of students per section by the number of sections per year: 20 X 30 X 1150 = 690,000 copies per year The total cost estimate is equal to the number of copies per year times the current cost per copy for standard printing: 690,000 X 0.07 = $48,300.00 That figure is slightly more than half of the total materials fees spent for copying in 2011-2012. The Language Arts Division dedicated three full division meetings to creating alternatives to these costs. These alternatives include selling course packets through the bookstore and using online/digital alternatives to paper. Two of the division meetings were used to offer training in Course Studio. At least one department also held a workshop for its faculty on Course Studio. We have also requested additional training on Catalyst and are hoping that there will be an increased investment in these digital resources to allow for increased access and storage as well as permitting larger documents to be uploaded. Briefly address the trends in equity gap over the past few years. Language Arts programs have continued to perform well in regard to closing the equity gap. Where there have been slight declines in some specific groups in certain years of one department or another, they often correct in the following year. The overall trends reflect steady incremental progress. How does your division/department/program address the needs of Basic Skills students and support their retention and success? What level of collaboration does your division/department/program maintain with the Learning Resources Division and programs such as the Academic Skills Center or Math and Science Tutorial Center? All departments in the division have dedicated efforts to support the success of basic skills students. In some cases that effort is through interdisciplinary efforts and work with support programs and in other cases it is through basic skills courses. Some departments, such as Reading and ESL are almost fully dedicated to basic skills. A significant portion of English offerings are specifically basic skills (EWRT200 and EWRT211). The English Department approaches basic skills in other multifaceted ways, including cohorts, workshops, retreats and meetings dedicated to improving the success of basic skills students. The ESL Departments sole purpose is to address the academic and language needs of basic skills students. Curricula, pedagogy, materials, and activities are all geared to basic skills development. To this end, the ESL Department has always had fundamental input in the creation of the WRC. In addition, an ESL faculty member co-teaches the WRC tutor training course with the director of the Student Success Center. The department has designed and created the Listening and Speaking Center and workshops to support retention and success of our basic skills students. The full breadth and depth of the support efforts for basic skills students in Language Arts is too large to cover in a short answer. Material Fees: What is the impact of the reduction of material fees upon your program? It will have a significant impact; we will have to cease providing materials in the vast majority of our classes. Have you been able to find viable solutions for the loss of funding? We have sought a variety of solutions, but none that will replace more than half of the current costs. What are your priority areas for printing and purchase of instructional materials? Basic copying for courses is our priority. How will your division/department/program cover on-going student instructional materials and supplies needs previously paid for via student Materials Fees? We cannot. Journalism What is your alternate plan to raise revenue in case you do not receive a "B" budget augmentation? We rely on a variety of sources of funding, including Perkins funds, DASB, and Fund 15 income from advertising. There is a large technology request. Has this gone through the Measure C process? What will be the effect on this program if this Measure C request does not come through? The full-time instructor in the program was retiring when the most recent Measure C requests were made. The new coordinator began only this year. ESL What will be the outcome of not funding the staff development needs requested? The department needs stipends for full-time coordination of 263 and 273 portfolio processes. Part-timers need stipends for portfolio norming sessions and final portfolio readings, and for their participation in department workshops and faculty development retreats. Not funding the staff development needs will negatively impact participation in the necessary training of department practices, procedures and updates, such as SLOAC work, course outlines, part-time hiring, mentoring new hires & part-time faculty, student advising, and committee work. A lack of funding will also negatively affect instruction and ultimately the success of our students. This is also an equity issue in that while full-time instructors are expected to attend such trainings. It is not fair to expect part-time instructors to attend without compensation. Finally, continually asking faculty to go above and beyond their normal duties without compensation has an ongoing and deepening effect on morale, which can transfer to the classroom. Would you please elaborate more on the "share fare" and the norming practices model? The success appears remarkable. Is this model cost effective? Do the statistics show that your students succeed beyond the ESL program? Do you believe this is a model other departments might use? The Share Fair involves faculty gathering to basically share pedagogy. We have had workshops on teaching and learning, shared materials and techniques, and discussed how we can better serve the targeted populations in order to promote their success. Also, it is a chance to meet, collaborate, discuss special programs, problem solve, and mentor part-time faculty and new hires. The norming of course standards has also played important role for faculty development. The outcomes of norming provide faculty and students with clear and fair standards; students benefit because faculty are trained; faculty benefits from collaboration and objective reading; onus of passing or failing is not on individual faculty. To close the student equity gap, in 2010 we started and have continued discussions and workshops, including the work done at the ESL Department Share Fair, to norm standards at and between levels. As a result, we created the ESL Norming Handbook containing standards, rubrics, and normed student work for eight out of our 13 course offerings, which has enhanced student success in our program. English In regards to the cohort programs, we found separate student success data. Do the designated sections for Sankofa, PUENTE and FYE programs fill with just students enrolled in the program? If not, relative to enrollment, what percentage of these classes fill with students from outside the program? Do the students who are not specifically linked with your program receive the same student service support? If so, then would it suffice to say that student success correlates strongly with the extra student service and faculty support that all students get in the classes? The cohort programs, although linked to English and supported and taught in part by English and Reading faculty, are actually housed in Student Success and Retention Services.     IPBT Program Review Questions: Language Arts ,-,-npVrt-/0}nhM`ghG@B*PJaJph hM`ghG@5B*PJaJph hG@5^Jh{hG@6^JhMhG@6^J hG@6hHhG@6h,hG@6^J hG@6^Jh6dhG@^Jhg"hG@6^J hG@^JhhG@^JhhG@PJhhG@5PJ\])- ; < X Y ,-opUV^gdG@^gdG@ & FgdG@gdG@V*st./gdG@8^8gdG@8^8gdG@  & F 8^8gdG@ & FgdG@^gdG@1$7$8$H$^gdG@12NO9:EFGHa b \!,#-#$$8^8gdG@1$7$8$H$^gdG@ & FgdG@^gdG@ & FgdG@gdG@02MO8:GH` b $$$$X%\%]%}%%%%%''''''''''''ĢĢĀĀĀĀvnjnjnjnjhG@jhG@UhhG@5^JhM`ghG@PJaJh8JhG@B*PJaJphhHhG@6 hM`ghG@5B*PJaJph h8JhG@6B*PJaJphhM`ghG@B*PJaJphh{hG@B*PJaJph h{hG@6B*PJaJphhG@B*PJaJph&$$$%%%[&'''''''''''''''' gdG@^gdG@ & FgdG@gdG@gdG@''''hhG@5^JhG@hhG@5CJaJ":pG@/ =!"#$%666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmH nH sH tH D`D M`gNormalCJPJ_HaJmH sH tH DA D Default Paragraph FontRiR Table Normal4 l4a (k ( No List @@@ M`g List Paragraph ^m$Z^Z El50 Normal (Web)dd[$\$CJOJPJQJ^JaJ*W* El5`Strong5\4@"4 0Header !:1: 0 Header Char CJPJaJ4 B4 0Footer !:Q: 0 Footer Char CJPJaJPK!K[Content_Types].xmlj0Eжr(΢]yl#!MB;BQޏaLSWyҟ^@ Lz]__CdR{`L=r85v&mQ뉑8ICX=H"Z=&JCjwA`.Â?U~YkG/̷x3%o3t\&@w!H'"v0PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!\theme/theme/theme1.xmlYOoE#F{o'NDuر i-q;N3' G$$DAč*iEP~wq4;{o?g^;N:$BR64Mvsi-@R4Œ mUb V*XX! cyg$w.Q "@oWL8*Bycjđ0蠦r,[LC9VbX*x_yuoBL͐u_. DKfN1엓:+ۥ~`jn[Zp֖zg,tV@bW/Oټl6Ws[R?S֒7 _כ[֪7 _w]ŌShN'^Bxk_[dC]zOլ\K=.:@MgdCf/o\ycB95B24S CEL|gO'sקo>W=n#p̰ZN|ӪV:8z1f؃k;ڇcp7#z8]Y / \{t\}}spķ=ʠoRVL3N(B<|ݥuK>P.EMLhɦM .co;əmr"*0#̡=6Kր0i1;$P0!YݩjbiXJB5IgAФ޲a6{P g֢)҉-Ìq8RmcWyXg/u]6Q_Ê5H Z2PU]Ǽ"GGFbCSOD%,p 6ޚwq̲R_gJS֣9)嗛(:/ak;6j11太x~<:ɮ>O&kNa4dht\?J&l O٠NRpwhpse)tp)af] 27n}mk]\S,+a2g^Az )˙>E G鿰L7)'PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-!K[Content_Types].xmlPK-!֧6 1_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!\theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] -;<XY,-opU V *st./12NO9:EFGHab\,-[0M 000 00000000000000 0000 0000000 0 0000 0000 0000 00000 0000 00000 000000 0000000000 0 0 0 0000@0('k('kl l l ('k('kl l l ('k('kl l l ('k('k@0('k('k <<<<<?0''$(*V$'%&')8@0(  B S  ?_GoBack-46<=@7  yp6N x6iؤ;K|~5+5<XeM<W5HZphI=`:js:ľl*Z ^`OJQJo( ^`OJQJo(o p^p`OJQJo( @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o P^P`OJQJo( ^`OJQJo( ^`OJQJo(o p^p`OJQJo( @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o P^P`OJQJo( ^`OJQJo( ^`OJQJo(o p^p`OJQJo( @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o P^P`OJQJo(^`CJOJQJo(^`CJOJQJo(opp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo( ^`OJQJo( ^`OJQJo(o p^p`OJQJo( @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o P^P`OJQJo(^`OJQJ^Jo(o ^`OJQJo(o p^p`OJQJo( @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o P^P`OJQJo(^`.^`.pL^p`L.@ ^@ `.^`.L^`L.^`.^`.PL^P`L.^`.^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`. ^`OJQJo(^`.pL^p`L.@ ^@ `.^`.L^`L.^`.^`.PL^P`L. ;K|XeMyp6js5+I=`l5HZ                                                                &FTG@@`@Unknown GTimes New Roman5Symbol3 ArialC{4Apple Symbols7Cambria3N~\-3 fg3Times? Courier New;Wingdings 1h2s2s$ 74 J#H?'M`g0"FacultyFaculty0          Oh+'0%   ( 4@HPX`'Faculty Normal.dotmFaculty2Microsoft Word 12.1.0@F#@dZ8i@dZ8i$G#PICT#b HHb bHH k8bb !! Ƣ Ƣ Ƣ Ƣ Ƣq0cZNs^VsJRkZo{skZo{sg9s^co{kZkZo{kZwg9^o{o{sckZo{kZssg9wsg9skZsskZo{Zo{^o{oZRV+RZR==cNs9^RJRRRNsNsJR^ZNs=JRNsRRF1F1JR^^ZNs=F1BJRNs1JRo{F1ZZNs'swo{o{wkZ Ƣ Ƣ Ƣ_'^NsZVNsNsVRZ^VVo{B^VRZZNsVNsZZVNskZZ^R^Vo{^ZNsNsRcZ[wckZo{o{kZo{o{kZwo{swkZso{o{^kZkZskZo{kZwkZo{so{o{wkZZo{kZo{g9g9g9o{o{skZo{kZkZsVsg9o{o{ckZo{o{wo{kZo{o{kZo{g9sco{wco{so{wco{co{kZg9sso{sso{ sckZskZo{kZo{cso{o{#sg9g9o{sg9g9kZkZg9o{g9g9V^o{sccso{o{g9ckZco{o{cwkZcwg9kZskZsg9kZsg9kZcsg9kZcwg9o{kZskZkZo{kZg9g9sg9skZkZw{{wwscc^cg9{޳ Ƣ Ƣ Ƣ Ƣcco{o{g9o{g9kZsg9kZg9g9skZg9g9ckZo{cwkZ^kZso{ckZkZg9o{skZo{g9so{kZo{ckZg9sskZkZscskZso{g9skZs ssg9g9skZso{g9wo{g9g9kZg9o{kZo{o{kZco{g9kZcskZo{o{skZkZskZskZZkZg9kZkZg9so{skZo{kZwg9kZg9kZkZg9kZo{skZso{/w{kZww{kZsww{wwo{wo{/o{^c^ckZg9c^^s^g9^g9w Ƣ Ƣ ƢcVkZo{g9^o{^kZckZg9kZg9g9o{^g9wg9cg9g9ckZkZckZg9sg9o{ckZckZ^kZkZ^g9o{g9kZkZ^^o{c^g9o{cg9kZg9kZkZo{kZo{}wswso{wsso{skZsso{wo{o{s^wo{wswo{o{so{o{so{wkZso{so{swo{so{so{so{wsswso{s{g9g9wso{o{swso{wkZsg9so{so{skZo{sso{{kZssws o{kZ{kZsso{so{s{skZo{o{kZkZg9o{BRg9g9sg9o{o{g9Zcg9g9ckZwkZccg9g9o{^g9wZcco{co{{o{kZZg9cskZcZso{g9ckZg9s^o{^g9g9cg9sg9cg9kZg9wZo{ccg9{s{s{{{{wsw{{o{{w{{s{{{sww{w{{w{{{so{{g9ZV^ZV^^o{^ZVVZV^ZkZ^ZVZco{Zw^VV^kZZckZVkZ^V^g9ZcVg9ZcZo{ZZVkZ^ZZ^ZwkZ^^d{w{{{s{w{{{{{{ w{{{{"Z^Z^VkZVZco{kZZo{^ZcZZcRZ^kZ^RcRVZg9^^Vg9Z^ZZVVg9VZkZZ^VZ^g9^g9g9^ZVZkZZkZZZwm{{{{{{{{{s{{{{{w{ww{s{{3g9cckZg9g9^cg9co{g9kZc^ckZs^kZ^kZZg9^kZo{cg9o{g9o{^g9ckZckZ^co{ckZc^g9kZkZco{ccg9sccsg9cg9s}o{kZg9{o{o{sso{swso{so{s{so{wo{wo{skZs{wswkZ{so{{so{s{so{swkZo{{o{so{{ Ƣ ƢEo{o{wso{kZswsso{kZso{o{skZo{{w{w{Oc^skZg9^o{o{kZkZc^o{o{cZc^ kZg9V^Zo{VVwZVZ{{{ Ƣ Ƣ.cVg9o{g9ckZg9kZcg9kZg9Zcg9^g9o{o{g9cg9g9kZ^o{^^scg9cZcg9o{^o{o{c^cs^cscwZccg9kZZg9so{cg9cco{g9g9cwswws{ssw!o{wso{s{wwg9o{s{s{ss{sswssw{kZwskZwsso{s{so{wss{swwsw{swws>o{so{kZskZo{so{kZkZo{g9kZg9skZo{kZckZo{{A^kZwo{kZZkZg9kZ{g9kZo{g9g9o{g9kZkZskZg9kZZ{ Ƣ Ƣ;{sw{ws{{wo{sswsww{w{=Z^VcVVkZZg9^^o{kZo{ZNsccVRcVo{{{ Ƣ Ƣg9^o{kZkZg9o{kZkZs^o{c^o{skZo{kZwZo{kZwco{ZsckZco{g9g9skZo{kZo{co{g9kZwo{kZkZg9sco{wkZkZo{g9o{wg9wso{g9skZZg9o{o{wskZg9^kZg9kZskZkZo{{kZ(wkZkZcscskZo{skZg9kZwkZg9g9o{sg9g9o{o{kZs^kZo{kZkZo{wskZ^kZkZ^o{kZw!so{ssso{ss!c^g9g9s^ccg9 Ƣ Ƣ ƢcZg9kZsg9kZg9kZg9g9w^cg9kZc%g9kZg9sZcco{cg9^o{^kZco{ZckZ^g9g9cg9cscg9g9^g9g9o{g9o{o{kZcg9kZ wsswo{o{cg9o{cg9wswo{sso{sso{so{o{so{so{wswo{wkZo{wo{o{so{{o{sso{o{^so{wswo{o{skZg9sg9o{sg9sswo{wo{g9sswsso{{{g9g9o{swo{kZskZskZkZs o{wkZsg9wskZg9o{sws wo{sskZkZssg9sswsg9 cg9g9sg9cco{g9sg9sg93cso{ckZo{o{ckZco{ckZcsg9ckZg9g9sg9o{cc^wckZg9cZo{g9cscs^cg9cg9kZo{g9kZg9ZZswsss{w%{sw{{swwo{{swo{{{s{w{{{kZ wsso{{w{{cZkZZ Vc^^g9ZZg9^ZZVo{Z"Vc^ZVcZkZZZ^ZZVg9VZg9cg9RVZZwcZZo{ZkZZ^kZZkZR{{ww{{w{{{ww{s{ZkZZ^Zo{Z^Zg9VkZ^R^g9g9Z^Zg9^kZg9ZZg9Zo{^Z^V^^^g9V^Vo{ZZkZVZ^VZ^VkZV^g9w{ss{{{{kZ{{{sw{{{{{{{{{s{{{1Zg9^g9g9o{cg9^g9Zg9co{ckZkZckZ^o{g9Vg9sco{cg9kZccsZg9c^o{NscsZg9co{g9^g9o{g9ckZ^g9^cg9g9^9swo{wo{wss{o{ssg9o{s{so{so{wo{kZo{wswo{so{wo{wso{o{sso{w{so{s{o{so{{wg9o{swo{swo{sso{o{o{kZkZo{&wso{so{kZo{g9so{wo{skZso{wco{o{kZo{wcskZscso{so{o{^o{swo{so{so{kZo{o{so{o{kZskZo{so{o{g9o{s{kZo{g90^kZg9g9skZg9c^kZo{kZkZco{g9o{wg9^kZkZRso{cg9sg9kZkZwco{g9o{csg9sg9g9skZg9g9csg9kZ g9kZg9kZskZso{g9g9c{xwsws{s{ s{kZ{{ww{w{w{o{{ w{s{s{w{{{ g9{{{w{wso{{{s{0ZZVcckZc^^Zg9^^kZcg9^ZcZkZ^kZg9Zg9cVg9Zc^g9g9V^kZZZkZc^^ZV^o{ZkZ^ccg9ZcZZg9cZVo{ZZVc?w{{{sw{{{7VZg9VZVg9Zg9VZkZZVZVRRZs Ƣ Ƣv1g9^g9kZc^wscco{kZo{w^o{wg9kZkZo{g9skZwo{o{kZkZwo{skZwo{o{kZo{co{sso{kZo{kZkZwo{ukZkZg9kZg9sg9g9co{kZg9wg9g9{g9kZcsg9skZZg9o{kZVg9^skZkZo{wkZg9kZkZg9g9skZg9wg9g9co{s Ƣ ƢOwww{w{{s{{{{{^VRVZkZR^cVcVZVRRccRVVkZ^RZVg9ZkZNsR^ZVRkZZZVkZVkZZVcZccZVc^VcIo{s{w{w{ww{w{ww)g9ccZg9sccsJRZ^cg9kZZg9^sZcckZZg9cckZZc^kZZg9g9^^cs^scg9kZc^cs^g9g9cco{cscg9^^c wkZsso{kZo{kZws{s{wsw{wswwswswwsg9wwswswwsww{sw kZwo{o{so{swskZw{w{ssw6swso{{wkZsswkZwsskZo{sso{wswsswg9ss{kZo{s{w^ws{sso{so{wssg9wo{scswo{swsscg9w g9cckZo{^o{ccsc^^cg9ccsg9cg9ckZwcc^s^g9o{g9sg9g9kZsg9o{g9g9kZg9cg9Zg9^g9co{sg9g9;{o{{ wsw{{w{{w]ZcV"o{V^^VRkZZVZg9g9RZRVZkZZcVZVZVRVg9VcNscVVo{#{{{s Ƣ Ƣcc^g9g9s^g9cskZg9g9sccg9^o{co{^g9kZ^cg9ckZg9ckZ^g9cg9kZo{Zg9o{g9Zo{s^cg9w^^Z^{wo{o{wwo{ sso{kZ{o{o{wkZso{g9kZwkZo{so{skZkZsg9csso{o{kZo{swo{swo{sskZswsso{kZo{wso{{wkZsg9o{kZs{o{so{sso{o{skZw^so{skZo{kZo{so{kZwso{sso{^g9kZo{wkZso{o{skZws^sg9so{kZsso{wkZsskZcg9g9scco{g9cZZg9o{wccg9ssg9cg9kZkZcg9cscckZg9kZkZwo{g9g9cw^g9g9sg9so{g9c g9kZ^kZg9g9o{ccg9{{o{{w{{ws{{w{{w{{{{{ww{ss{sw{sw{{{o{s{w{{cZVg9kZZcVZ^V3^ZVV^ccVZRg9ZVkZVV^VZVVo{^ZVkZ^Vg9c^Rg9ZVRg9VZ^V^g9Zg9g9^cRZ^ci{{{w{wws{s{s{{{{{{{o{{o{{{^ZRkZZg9ZVco{ZkZ^cg9V^kZVZ$^^o{VZVcg9c^V^g9^g9g9V^Nso{^ZRo{^^Z^^sg9ZVcZ^kZa{s{{o{s{{{{{{{{{{{{{{g9ccg9ckZssso{ssw Ƣ Ƣ Ƣ Ƣ Ƣ Ƣ Ƣ Ƣ Ƣ Ƣ Ƣ Ƣ w ՜.+,0 hp  'ý College7    Title  !"#$%&'()*+-./0123456789:;<=>?@ABCDEFGHIJLMNOPQRSTUVWXYZ[\]_`abcdehRoot Entry FQpi8ij1Table,8=WordDocument$VSummaryInformation(K8%DocumentSummaryInformation8^CompObj`ObjectPooloi8ioi8i F Microsoft Word 97-2004 DocumentNB6WWord.Document.8