ࡱ>  ԗbjbj (P̟̟ԏ////D_/dR/////00 0(R*R*R*R*R*R*R+UWP*R00000*R64//?R6464640//(R640(R6464nOPQqi/2PP (RUR0RpPX64X@Q64Q R000//! :   Social Sciences and Humanities Supplementary Questions 2013 APRU How much B budget has remained at the close of the fiscal year over the last three years? 2009-2010 ended with a small deficit ($321) 2010-2011 ended with a positive balance of $14, 291 2011-2012 ended with a positive balance of $5,226 Over the past several years, the dean has tried to maintain a strong balance to fall to the bottom line at the end of each fiscal year in order to off-set the Districts on-going budget deficit. What is the estimated financial need for printing and are there any plans to try to reduce these costs? Social Sciences and Humanities (SSH) was budgeted for $57,800 for 2012-2013. Because Material Fees collected from students was frozen for W13 and S13, our expenses are $63, 187; therefore, SSH is ($7533) over-budget, which is 11%. The majority of our instructors now exclusively distribute syllabi via electronic means. In instances where significant printing is required, instructors typically offer materials at the campus print shop. At this time, printing is increasingly related to exams/quizzes only. All SSH faculty are encouraged to minimize their printing costs by adopting electronic methods of distribution. This alarm has been sounded by the dean for the past four years. Briefly address the trends in equity gap over the past few years. For academic years 2010-2011 and 2011-2012, division success rates remained 73% for all students; 77%, non-targeted students; down 65 to 64% for targeted groups. The equity gap is stubborn and we have used a variety of tools at various times to reduce it. 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? SSH courses comprise the core of FYE offerings and now we are working with Sankofa Scholars offering one course in sociology. We helped organize the May 2013 SWAP-MEET with SSH and Language Arts faculty. Many of our faculty participated. Our faculty also has very strong participation in Developmental and Readiness Education (DARE). We have worked a number of years with the Academic Skills Center, especially in economics. Research Methods classes in psychology and sociology rely heavily on the Tutorial Center Adjunct Skills classes, along with physical geography. Material Fees: What is the impact of the reduction of material fees upon your program? Just as with other divisions, especially Language Arts and PSME, the impact of the reduction of Material Fees is extremely significant, mainly because in the past, our disciplines tend to be paper-intensive. However, over the past four years, I, the dean, have been sounding the alarm, and as a result the division has significantly moved away from print materials to electronic distributions of course materials. Have you been able to find viable solutions for the loss of funding? Electronic distribution, our websites, etc. have reduced the use of Material Fees, but have in no way eliminated the need for the fees. What are your priority areas for printing and purchase of instructional materials? Since currency is important to student learning, at times information becomes available during the quarter and we want to make certain students have the articles. Of course, we can have students print information or have their laptops in class (for those students who have laptops) in order to access the information. However, since we want all students to have the information at the same time, we provide it for them. Exams and quizzes are top priority. Other materials can (in most instances) be easily distributed electronically. How will your division/department/program cover on-going student instructional materials and supplies needs previously paid for via student Materials Fees? We will continue electronic distribution of course materials where possible to cover on-going student material and supplies needs. In Child Development and Education, we have some unique issues with supplies. As a result we are looking at a huge impact in this area. Here is what they say. Our department is something of an anomaly because although we are called a department, we are really a program dedicated to the training of Early Childhood educators. Since our focus is on actual rather than virtual experiences for our students, we have several courses essential to our program that rely exclusively upon the regular use of a variety of materials. Without these materials, several of these classes would be impossible to teach. The courses most affected would be CD53, Creative Arts for the Young Child; CD 54, Curriculum for Young Children; CD 61, Music and Movement; CD63, Science and Math for the Young Child. CD 53 and CD 63 are especially vulnerable. They are two of our most popular classes commanding between 40 and 50 students each, per quarter. CD 53 is taught every quarter including summer, and CD 63 is taught two and sometimes three quarters per year. This means we support at least 350 students per year with just these two classes. The SLO for CD 53 is Evaluate the uses of a variety of visual arts media and their relationship to the overall development and learning, critical thinking, problem solving and self-expression in each child. Students participate in these classes by actually doing/performing activities in a developmentally appropriate manner. The activities range from making instruments, to performing science experiments, to doing metal sculptures, collage and finger painting, to name a few. A large order of staple supplies is made yearly and supplemented by purchases per quarter of additional materials. Yearly order: $500.00 (a wide variety of papers, tempera paint, glue, (all curriculum courses)brushes, water colors, chalk, markers, colored pencils, etc. This figure is variable depending upon the consumption of materials. Per quarter purchase:$350.00 (flour, salt, cornstarch, bubble mixture, cleaning (CD53; CD63) supplies, additional paper supplies, liquid starch, vinegar,baking powder flowers, ice, etc.) This figure is variable depending upon the needs and consumption of the students. Per quarter cost:$500 @4 quarters= $125.00 plus $350.00 per quarter equals $475 / 40 students = approximately $12.00 per student per quarter or about $1.10 per student, per class. (11 classes divided into $12.00) The consumption of the above materials varies from quarter to quarter depending upon which activities are presented, so there is no definitive way to calculate a standardized cost. There are receipts from petty cash retained by the college as well as receipts from all yearly orders. Since the two other curriculum courses also use the yearly order and per quarter purchases too, the cost per student, per quarter is even lower. With each of the above courses, each student completing the quarter has a resource binder of activities and lessons numbering between 60 and 70 activities. Administration of Justice 1. Are you using any cultural content (i.e. IMPACT AAPI) to address targeted student populations? Faculty have participated in outreach programs and college tours that address targeted student populations at the secondary school level for several years. The ADMJ Dept. also has an articulation agreement of partnership with the Central County Occupational Center (CCOC) which is part of a consortium of Santa Clara County school districts. CCOC is a quasi-magnet high school designed to support at-risk and career technical pathway students from various ethnic groups; ý College targeted student populations are within these groups. Faculty have also attended on-campus IMPACT AAPI Staff Development Seminars (i.e. Pacific Islander Lecture Series: Pacific Islanders in Higher Education and Pacific Islanders in the Media). 2. What curriculum are you developing? Faculty within the ADMJ Dept. are in the process of developing a new course on Ethics, Leadership and Policing. This course has been a goal of the Dept. for awhile and has been supported by the ADMJ Advisory Board. 3. What specific plans do you have to connect students to careers? The ADMJ Dept. re-instituted and enhanced its Advisory Board which consists of leadership representatives from a majority of the criminal justice agencies within Santa Clara county as well as related administrators from DeAnza College. Through this Board, we are working to connect students to law enforcement and correctional career pathways. Due to the financial and personnel restrictions that criminal justice agencies have been facing for the last years, the internship opportunities have been critically reduced. The Dept. is working to try and expand the internships and other related career development and employment avenues. 4. Have you worked with existing campus resources such as Distance Learning in order to implement on-line course offerings? The ADMJ curriculum is within the CTE environment, however criminal justice careers present unique educational and relationship challenges. The careers are very much people-to-people, direct-contact jobs. The need to be able to effectively interact with and relate to the diversity of people and situations within the community demands an ability to communicate and interact on a personal level. The ADMJ Dept. believes that instructors need to have face-to-face interactions with students on a daily/weekly basis to evaluate the ability of individual students to be successful in this critical area. Students in need of counseling, mentoring, and tutoring can only be identified and supported with personal instructor/student contact. Based on this Dept. philosophy of instructor availability and observation capability, the ADMJ Dept. does not currently embrace Distance Learning. 5. Is the instruction and evaluation system you are requesting clicker technology? If so, did you know that the DARE Taskforce has a loaner program? Yes, clicker technology is the instruction and evaluation system that has been discussed for incorporation into future courses by additional instructors. Research into other possible systems would also be considered once those systems have been identified. Information on the DARE Taskforce loaner program has not been available to all instructors in the Dept. The possibility of obtaining technology from this program will be researched and made available to all Dept. instructors Anthropology What are your plans if your request of a part-time Lab Tech/Assistant cant be granted? If our request for a part time lab assistant does not go through it will continue to impact our lab classes. We continue to make attempts to get work study students but that has not been successful and neither have attempts to get student help from currently enrolled or past students been fruitful. 1. The seat count in Anth 1 lab is 40 as opposed to 25-35 in other science labs. 2. It is a stand alone course and very few of our students are concurrently enrolled in the lecture course. This puts more demands on the instructor because they have to provide considerable instruction and revisit the material to bring them all on the same page. 3. To set up and venture into doing experiments such a DNA fingerprinting, cross species genetic transfer requires support in the lab. With the aid of a tech more faculty will be encouraged to provide hands on experience and venture into complex experiments 4. We are also starting the lab from the scratch. Unpacking, cross checking, setting up the instruments, labeling, displaying etc. all requires help in the lab A lab tech for Anth 1L and for forthcoming archeology, Forensic and museum anthropology is critical and we have been requesting one since the lab was first offered in 2007. What are the costs for the items listed in your equipment request? Majority of the big items to start a lab from the scratch is being funded by measure C excluding consumable items and those under a $100. I am requesting funds for the items that are consumed each quarter and need to be replenished. They include Kits - Biotechnology, Forensics, DNA fingerprinting, blood typing and genetic recombination kits Lab Materials - pipettes, sera, gels Archaeology kits, faunal assemblage Raw material for stone tools - obsidian, chert, flint etc Poster and printing paper, glue, tape, (material for posters and visuals) $2000/- quarter Child Development and Education By losing 2 full-time faculty positions, how are you reorganizing within your department in order to maintain progress in key areas? Child Development and Education is a department that has many demands. For a number of years, we have identified the need to create a Chair/Director position in lieu of the demands required to operate the department and provide quality service. Over the last 3 years, the department has recommended the reorganization of the Child Development and Education department into a department/program model with a full time Department Chair/Director (similar to the division paralegal program). This would be our ideal option to meet the current college and community demands. Much of workload has not gone away. Faculty have made an effort with great difficulty to complete the responsibilities. However, these last two years particularly, we have moved away from doing more with less. We have reorganized the workload by, 1) working closely with our division dean to establish priorities, 2) dividing the workload in key areas/projects amongst the full time faculty with some support from adjunct faculty, 3) maintaining contracts that provide important support services to students but also have a modest additional compensation to faculty in some cases, and 4) reducing or eliminating what we have determined to be non-essential activities. In regards to your adjunct faculty and their involvement in faculty development activities, have you worked with Staff Development? Are you aware that they receive part-time funds from the district? Our adjunct faculty is aware of the offerings through staff development. The issue of adjunct faculty involvement is related to department specific work/activities in which there are no funds to pay. ie. NAEYC Accreditation work, Advising program, Job Fair, community outreach, SLOAC support, participation in campus committees, representing the department in local collaborations or committees. Economics Please explain the large variances in student success rates between each targeted student population group, as well as the possible cause for the drop in success rates for African American and Latino students. Our department has had an impressive increase in the overall population of targeted groups, including African Americans (16%), and especially Pacific Islanders, Hispanics, Native Americans have all increased by atleast 50%. This clearly suggests that students from targeted population feel confident and comfortable in taking Economics courses and achieve success as well. We are aiming for more departmental dialog (DURING FALL OPENING DAYS) to address and analyze the cause for the drop in the success rates for African American and Latino students. We have attempted to make the Curriculum content as well as material (including assessment material) presented to the students to help them connect with the material. An interesting attempt was made by one of our faculty members. She included Immigration (supplemental material) in her course and she also partnered with LEAD. We are definitely interested in getting data comparisons between Winter and Spring 2013 classes to analyze if the partnership with LEAD played any significant role in changing the success rates for targeted groups (Latino students) We are also keen to find out if a similar partnership can be established with a college organization for African American students. We can have a more in depth dialog with the faculty members to analyze the results and combine them with Service Learning projects. If you are not allocated funding for the Instructional Associate position, what are your plans to address this staffing shortfall? We have requested for an Instructional Associate position for the last 2 years. As already outlined in the APRUs, this position funding will go a long way in facilitating our efforts to promote Critical thinking component (one of the SLOs for our Principles courses) and also in line with meeting the College ICCs. At this point, only a few of us are doing the Critical essay/paper component in the department. Due to this funding shortfall, we are either able to provide minimum or no feedback on the first draft leaving very little room for suggesting improvements. We do recommend the Writing and Reading Center but the laws of supply (due to limited budget) and demand (lot of students needing guidance/help) still slow down our efforts. One of us tried peer editing for this Quarter albeit without much success since the students themselves need lot of feedback themselves. We sincerely hope that funding for this position will be provided asap to not only work harder towards meeting the Critical thinking component but also serve as an important tool to reduce the achievement gap. Geography Please explain any factors that you have identified that contribute to the 13% achievement gap. What is your department doing to address student retention and success? The Geography department faculty is comprised of one full time member (myself), and 2-3 adjunct faculty members. Two of the adjunct faculty who taught in the in the department during the 2011-12 period, have since retired. I could list a multitude of factors as probable causes of the achievement gap, but all of them are educated guesses and at best, speculative. The total number of students in the targeted group increased by 13% when we compare 2010-11 to 2011-12 while the overall enrollment in Geography declined by 2%. So there is a higher ratio of the targeted group which may play a role in the 13% achievement gap between the targeted and non-targeted groups. From student surveys and comments in my own classes, I can conclude that many students do not have a clear idea of what to expect when they sign up for Geography classes, specially the Physical Geography (GEO 1) class which is an earth science class. Students expect to have to learn about a list of place names and names of physical features such as rivers, mountains etc. Many of them seem to have either studied little Geography in their Social Studies classes in school or have forgotten what they studied in school. Students seem to expect Geography classes to be easy GE classes and are unpleasantly surprised when they have to work more than they anticipated; some choose to drop with a W rather than get a failing grade. One suggestion I have to offer is that we collect data about why students drop a class. Perhaps we could develop a drop down menu from which a student would select an option that best fits the reason why s/he is dropping the class. The menu could have several choices such as conflicting work-school hours, financial difficulties, transportation problems, personal problems, lousy teacher! etc., so that a student who drops a class gets to declare the reason why s/he chooses not to continue. We can then analyze the data and make informed decisions. 2. It appears that you have implemented a few strategies to improve success, but the gap is persisting. Why do you think this is so? A clarification: the strategies listed include Adjunct Skills Program and the First Year Experience Program. Only the full-time faculty member is able to participate in these programs. In my own classes, there is a fair amount of required writing in tests and assignments requiring synthesis and analysis. Students unprepared or unwilling to write have to put in added effort and the results are not always successful. Despite tutorial help available through the adjunct skills classes in my Physical Geography classes, not all students are able or willing to sign up and pay for the unit tutorial class in a timely fashion. Due to the structured nature of the tutorial class, students cannot add into the tutor groups beyond the 4th week in the quarter. Sometimes, the students who need the tutor help the most wait until it is too late to sign up for the tutor group class. As a full-time faculty member I have been continuously participating in the Adjunct Skills Tutor program and I believe it helps students tremendously. It is challenging for an adjunct faculty to participate in it; tutors need to be recruited one Quarter in advance and a minimum number of students need to sign up for tutor led groups to form. Since we do not have a lot of classes, adjunct faculty do not always get to teach the same classes each quarter. Recruiting student tutors for future quarters is not always practical. Have you worked with other departments and divisions to share computer lab facilities? In regards to not finding lab space, is this due to the timing of the labs (i.e. labs are during prime time)? The Geography Department does not offer any lab classes. However the lecture classes include content (particularly with maps and satellite images) where computers in the classroom would be useful tools. Majority of my classes are in the morning hours 9:30-1:30 and I have a class size of 50 students. It is difficult to find unused lab computer space during those times. I will ask other divisions and departments for lab availability and suggestions. History 1.Have you worked with other departments and divisions to share computer lab facilities? In regards to not finding lab space, is this due to the timing of the labs (i.e. labs are during prime time)? For our department's question: We do have a lab in our division, it is the Psychology Lab, which houses 17 computers, and I have spoken to Charlie Ramskov about our using it. It would not be available in the AM because of psychology class usage but would be available in the afternoon for other students to use. We would have to provide for monitoring, someone would need to be paid to be there while students use the computers as they could be stolen and other equipment could be damaged or stolen. I don't know of other computer labs but would imagine the same issues prevail, usage would be impacted in the AM and monitoring would need to be provided when other students would have access. It is not just about lab space, but other issues. I just found out there are no printers in the Psychology lab so we would need to buy a printer to enable students to print material they would need. Also, we would need to supply paper and printing cartridges as well. These are costs that would need to be calculated into using our existing lab. I don't know what one would cost but in pricing one for myself, an HP laser printer, basic model would be about $800-$1,000. Humanities Do you have any explanation for the drop in non-targeted student enrollment? Do you have any department-level plans to increase this enrollment? We believe the drop in non-targeted student enrollment percentage is tied to the rising percentage of enrollment of targeted student populations. The department demonstrated 6% growth overall, much of which was in targeted student enrollment So the overall percentages between targeted and non-targeted shifted. We believe the rise in percentage of targeted student populations is a reflection of changing enrollment trends at the college and also targeted student recognition of the engagement of the Humanities department in equity work across campus. The consistent involvement of Humanities courses in SSRS programs is part of this effort. As a side note, we would be very open to guidance on how our department can increase enrollments overall beyond cultivating our reputation for meaningful courses that meet student demand. Your department has made strides in improving student success rates and retention for targeted populations. Do you have any specific additional plans to increase this improvement and further close the gap? We plan to continue to engage campus wide equity work that will increase the success and retention of targeted student populations. We believe that our consistent active engagement in this work provides visibility and reputation to our department within these student populations. For example, active support of AB540 students or LGBQT students on campus serves to attract and provide a safe environment for these students within our program. We will also continue our work in improving our ability to provide culturally relevant content and learning environments through staff development and campus community building for example, the Humanities department was actively involved in the planning and participation of the SWAP MEET during May of 13 which focused on sharing practices effective with Basic Skills students. Have you worked with other departments and divisions to share computer lab facilities? In regards to not finding lab space, is this due to the timing of the labs (i.e. labs are during prime time)? Our request for computer lab facilities mirrors the changes dynamics at the campus away from paper and towards computers We anticipate there will be a growing need for computer access when paper green sheets and course materials are not available for our most vulnerable students. This growing need is directly connected to the reduction of our materials feed budgets. Paralegal 1.What is your plan in the upcoming year to increase the number of assessed SLOs & PLOs? Over the last two years the Paralegal Program has been confronted with a series of projects, each of which has taken an enormous amount of time. Since there is only one full time instructor between the ADMJ and Paralegal Program, a Paralegal instructor is needed, though we hope to hire an AJ instructor shortly. As a consequence the current FT Paralegal instructor has had to prioritize projects. The prioritization may not satisfy all parties, but the projects have been prioritized in terms of what was most important to the program. The ABA re-approval was totally the responsibility of one, sole instructor and it tool almost two years to complete. It was successfully completed in April of this year. Immediately following that has been preparation for submission to the Curriculum Committee for five-year review of almost all of the Paralegal classes. That has been completed. Added to that was the Program Reviews for Paralegal and AJ. The one Paralegal instructor is now involved in the hiring process of a new ADMJ instructor. When that is completed, and only then, can SLOs and PLOs be addressed. If anyone can suggest how one instructor could have done all this and do the SLOs and PLOs as well, your comments are welcomed. 2. Was the equipment listed in your equipment request placed in your Measure C request? Paralegal did not put any Measure C requests in. 3.Can you go into more detail regarding the staff growth position you requested? The answer to question 1 gives some idea of why an additional paralegal position is needed. Philosophy Can you go into further detail about your alternative assessment strategies that are in development that you mention in the Enhancement based on PLOAC assessment section of the APRU? Several adjunct faculty have verbally committed to working with our two full-time instructors to enhance the survey tool that was used to initially assess our PLO. Enhancements will improve upon (a) identifying and distinguishing between students who are new to the discipline and students who have taken several courses in our program, (b) including those concepts/figures from the history of philosophy that advanced students should most appropriately be able to identify, and (c) collect a larger sample for analysis. As the FA contract does not currently require adjunct faculty to participate in outcomes assessment, our ability to effectively assess our PLOs hinges largely upon their willingness to do so. What is your plan in the upcoming year to increase the number of assessed SLOs? The figures contained in our TracDat reports are not entirely indicative of the extent to which our SLOs have been assessed. At least three of the courses included (PHIL9, PHIL10, PHIL47) in the report are inactive, removing 12 SLOs from our total to be assessed. One of our full-time instructors has indicated that he has conducted assessments for many of the remaining courses, but that these assessments have not yet been documented in TracDat (or ECMS). Our two full-time instructors (one of whom serves as campus SLO coordinator) will work together over the summer to document all of these assessments, and it is expected that this will leave us with only a small handful of SLOs (1-2 courses) left to be assessed. One of these is already scheduled for summer assessment, and the other will be assessed during the academic year. Political Science 1. What are your specific departmental plans to narrow the student equity gap? Our student success equity gap is the same as the divisions (13%), and two percentage points higher than the colleges (11%). The program supports the goal of narrowing the success equity gap between targeted and not targeted populations to 5 percentage points or less. We continue to pursue strategies outlined in our 2008-2009 Comprehensive Program Review and promote faculty engagement in professional development opportunities. As indicated in this years (Spring 2013) annual program review update, we are committed to developing and implementing a systematic departmental strategy for narrowing the success equity gap. 2. How many laser pointers/clickers are required? Did you know that DARE Taskforce has a loaner program for clickers? We are not requesting the form of clickers on loan from the DARE Taskforce (although were grateful to learn of their lending program). Rather, were requesting presentation clickers for powerpoint slideshows. (An example can be found at: HYPERLINK "http://www.amazon.com/PowerPoint-Presentation-Remote-Control-Clicker/dp/B008DBPJ6I"http://www.amazon.com/PowerPoint-Presentation-Remote-Control-Clicker/dp/B008DBPJ6I.) 3. Have you worked with other departments and divisions to share computer lab facilities? In regards to not finding lab space, is this due to the timing of the labs (i.e. labs are during prime time)? The idea of sharing computer lab space with other departments and divisions who have computer lab facilities sounds promising. The challenge division faculty have faced is not being able to reserve computer lab facilities for their students and class times. Any suggestions as to which departments and divisions who have computer lab facilities would allow our division faculty to reserve their lab facilities for our classes would be appreciated. 4. In regards to your professional development request for a workshop/retreat in order to develop a departmental plan to narrow the success equity gap, have you considered department meetings for this purpose? In addition, were you aware that there are numerous professional development activities on campus for FT and PT faculty, such as the FELI training this summer? We are requesting funding for a workshop/retreat to develop a departmental plan because we feel it requires the time and sustained attention departmental meetings alone cannot provide. Moreover, it is difficult to find a time during the work week when all of our faculty (full- and part-time) can meet. We are aware of and participate actively in professional development activities on campus, and two of our faculty enrolled in the FELI training this summer. Sociology 1. Do you have any explanation for the large increase in your targeted student population between 2010-2011 and 2011-2012? I do not have any explanation. Our faculty has remained constant throughout this period, as has our participation in cohort programs that focus on targeted student groups, as has our commitment to multicultural infusion in our curriculum. Perhaps the college could invest more funds/staff into our Institutional Research office in order to study questions such as this. 2. Please elaborate regarding your justification for the faculty position. I am not sure what further elaboration is being asked for. The Sociology Department had 3 members for a long, long time. We were supposed to replace that third position many years ago and the position was taken from us, without consultation or consent, and given to the History Department. Once you lose a retirement replacement you go to the bottom of the pile behind any department with a more recent retirement, which adds injury to injury to injury to injury. See here my original discussion: We have not forgotten the replacement position Sociology was given 9 years ago to replace a retired sociologist. This position had a hiring committee and a job announcement, but in the middle of that process, was taken from the Sociology Department and given to the History Department, not because of programmatic needs or student needs but because a hiring committee for a History position had two candidates they liked. The sociology department was not consulted about this, nor did we consent to the loss of this position. And as we have been told many many times in the years since then, once such a position is lost it is no longer a retirement replacement. As far as we are concerned this practice simply reinforces the original injustice. So in many of the years since, departments with more recent retirements have gotten replacement hires. And thus the original broken promise of our replacement position gets compounded over time, to the point that no one but us even remembers what happened. The Sociology Department needs a replacement because it does not meet the 75/25 ratio, and in fact dipped down as far as 18/82 in 2008-2009. The Sociology Department also deserves a new position, in the light of its centrality in the First Year Experience program. The annual report on Basic Skills compiled by the DARE taskforce cites the First Year Experience program as one of the colleges major accomplishments in the area of basic skills, and offers evidence to show superior retention and success rates for the program relative to comparative classes. For the last three years, one of the full-time sociology instructors has been teaching 60% of her load in the First Year Experience program, as sociology classes are at the center of the fall and winter curricula for that learning community. This has led to unmet demand for morning sociology classes among the rest of ý population who would usually fill those classes. Finally, the Sociology Department deserves a new position, in the light of successful retention and student equity rates in the last six years for our department. Was the equipment listed in your equipment request placed in your Measure C request? At that time, I had not yet identified this need. 4. Have you worked with other departments and divisions to share computer lab facilities? In regards to not finding lab space, is this due to the timing of the labs (i.e. labs are during prime time)? In FYE, I have had to ask faculty in English or Reading to reserve the Language Arts labs for my classes, which we can only manage because Im in a learning community with those faculty. And we have not always been successful at securing the Language Arts labs because they are overbooked. I have tried to reserve Library labs and have been told that such labs cannot be reserved for my own purposes but only if we are going to receive a Library tutorial during the time we have the lab. THERE LITERALLY IS NO COMPUTER LAB ON CAMPUS THAT A SOCIAL SCIENCE OR HUMANITIES FACULTY MEMBER CAN RESERVE JUST FOR OUR OWN PEDAGOGICAL OR CURRICULUM PURPOSES. Furthermore, if we are going to expect students to utilize more online or electronic resources, then we have got to provide more computers for them on campus. 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