ࡱ> FICDE bjbjaa 7ה, zzzzz8,Hl24fff"p#pqHsHsHsHsHsHsH,KNTHz###H(zzff4H(((#zfzfqH(#qH((6cBDp&CC]HH0H_CN(N8D(D&z ET###HH(###HN######### @:   Instructions: The first column below matches key words in TracDat where you will enter the requested information. The second column fully describes the information that the IPBT is requesting. It also represents the information you would see if you pressed the help button (a question mark) by each box in TracDat. The third column is where you can input your data/responses at this time. You will be able to copy and paste or type in your information from the third column directly into the TracDat boxes. Save this Word doc in the following format: sp2016cpr_deptname. Last steps: ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. Upload a copy of this document into the Trac Dat, Documents file. Also upload the Program Review Data sheet(s). If you have questions, please refer to your workshop handout ( HYPERLINK "http://www.deanza.edu/slo/tracdat.html" http://www.deanza.edu/slo/tracdat.html) or contact:  HYPERLINK "mailto:pappemary@fhda.edu" papemary@fhda.edu. Section I: Overall program description (including CTE) Section II: Overall student enrollment and success Section III: Equity Section IV: Assessment Cycle Section V: Resource requests In TracDat. Limit narrative to 100 words; bullet points encouraged Information RequestedExplanation of Information Requested. ? TracDat Help button will reveal the same cues (sorry no hyperlinks)Input your answers in columns provided. Note: reference documents can also be attached. Make sure to note the name of any reference documents in your explanations. Program DescriptionDepartment Name: Learning Communities (LinC)/ Academic Services DivisionProgram Mission Statement:What are your Program Learning Outcomes? How do your Program Learning Outcomes relate to the mission of ý College and our Institutional Core Competencies? ( HYPERLINK "http://www.deanza.edu/about/missionandvalues.html" http://www.deanza.edu/about/missionandvalues.html) LinCs program and purpose arise directly from ýs overarching mission and purpose. The purpose of Learning in Communities is to promote the success of students many of whom are from underserved and/or our target populations by offering a better way to learn. The academic work of each courses subject matter is enhanced by interdisciplinary study in which students and faculty build connections between subject matters, disciplines and ideas. Students learn naturally by making connections between different ideas and experiences. Trained ý faculty integrate two or more subjects to create a better and easier understanding of both. Student enroll together in the same cohort, creating a strong community in their linked classes, while helping each other succeed and making friends along the way. With common readings and assignments, students learn more and complete more units while feeling empowered to succeed. Mission: To provide students with a special learning experience involving integrated curriculum from two or more classes with a priority on making content and social connections via contact with trained instructors and counselors. I.A.1What is the Primary Focus of Your Program?Select Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/ABasic Skills and TransferI.A.2Choose a Secondary Focus of Your Program.Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/ABasic Skills and TransferI.B.1# Certificates of Achievement AwardedIf applicable, enter the number of Certificates of Achievement awarded during the current academic year. Please refer to:  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your program.Not ApplicableI.B.2# Certificates of Achievement-Advanced Awarded:If applicable, enter the number of Certificates of Achievement - Advanced awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html . Leave blank if not applicable to your program.Not ApplicableI.B.3# ADTs (Associates Degrees for Transfer) AwardedList Associate Degree Transfer awarded by you department during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your program.Not ApplicableI.B.4# AA and/or AS Degrees Awarded:If applicable, enter the number of Associate of Arts or Associate of Science degrees awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your programNot ApplicableI.C.1 CTE Programs: Impact of External TrendsCareer Technical Education (CTE) programs: provide regional, state, and labor market data, employment statistics. Refer to "CTE Program Review Addenda" at: /workforceed/ged/ Identify any significant trends that may affect your program relative to: 1) Curriculum Content; 2) Future plans for your program e.g. enrollment management plans.Not ApplicableI.C.2CTE Programs: Advisory Board Input: Career Technical Education (CTE) programs: provide recommendations from this year's Advisory Board (or other groups outside of your program, etc.). Briefly, address any significant recommendations from the group. Describe your program's progress in moving towards assessment or planning or current implementation of effective solutions.Not ApplicableI.D.1Academic Services and Learning Resources: # Faculty Served Only for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of faculty served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programFaculty (full-time and part-time) are served by the LinC program through our professional development opportunities and personal mentoring as faculty participate in developing and teaching a learning communities course. In 2014-2015, our program served approximately 46 faculty in this capacity, 30 of whom taught one or more learning communities sections throughout the academic year. Of these, 16 faculty who were new to the program are currently being mentored and planning future learning communities.I.D.2Academic Services and Learning Resources: # Students ServedOnly for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of students served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programStudents = 1674 for AY 14-15 (increased from 1175 in AY 12-13 and 1238 in AY 13-14) Due to increased demand, an institutional focus on strengthening basic skills offerings, and increased faculty interest, we were able to develop additional offerings in our basic skills areas and GE learning communities, thereby serving more students.I.D.3Academic Services and Learning Resources: # Staff Served Only for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of staff served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programNot ApplicableI.E.1Full Time Faculty (FTEF) For ALL programs: Refer to your program review data sheet.  HYPERLINK "http://deanza.fhda.edu/ir/program-review.14-15.html" http://deanza.fhda.edu/ir/program-review.14-15.html .The LinC program does not have full-time faculty assigned to our program. Faculty participate voluntarily and their load is part of their division/department. However, FTEF was 7.0. I.E.2# Student Employees State number of student employees and if there were any changes: 0 = no change; (- #) = decreased; # = increased; blank if not applicable to your program0I.E.3Full-time to Part-time ratio % of Full -time Faculty Compared to % Part-time Faculty TeachingCompare the changes in % of FT and PT faculty teaching in your department? 0 = no change; (- %) = decreased; % = increased; blank= not applicable to your program. Refer to your program review data sheet.  HYPERLINK "http://deanza.fhda.edu/ir/program-review.14-15.html" http://deanza.fhda.edu/ir/program-review.14-15.html. Part time in AY 14-15 was 36% (a -21.9% decrease); and Full-time load in AY 14-15 was 52% (an increase of 16.4% from the previous year).I.E.4# Staff EmployeesState number of staff employees and if there were any changes: 0 = no change; (- #) = decreased; # = increased; blank if not applicable to your program ONLY report the number of staff that directly serve your program. Deans will make a report regarding staff serving multiple programs. 0I.E.5Changes in Employees/ResourcesBriefly describe how any increase or decrease of employees/resources has impacted your program. Leave blank if not applicable to your program.EnrollmentII.A.1Enrollment Trends What significant changes in enrollment have you seen in the last three years? Refer to  HYPERLINK "http://deanza.fhda.edu/ir/program-review.14-15.html" http://deanza.fhda.edu/ir/program-review.14-15.html Enrollment has steadily increased over the past three years. In AY 12-13 enrollment was 1175. In AY 13-14, enrollment was 1238. And in AY 14-15 enrollment was 1674this is an enrollment has increased 35.2% in the past year alone. II.B.1Overall Success Rate What significant changes in student success rates have you seen in the last three years?In AY 12-13, our success rate overall was 81%; in AY 13-14 our success rate was 79%. However, in AY 14-15 our success rate dropped slightly to 76%. This is still in line with the overall college success rates at 76%. We recognize our success numbers have decreased over the past three years. We believe this is in part due to the following factors: (1) increased student participation in our developmental learning communities (where students come in at a less academically prepared level in Math, English, and Readingthereby contributing to adjustment in success levels); and (2) a new instructor in a developmental learning community who was not a good fit for the program and type of student. II.B.2Plan if Success Rate of Program is Below 60% In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf If course success rates in your program fall below 60%, what are the departments plans to bring course success rates up to this level? Leave blank if N/A.Not Applicable.II.CChanges Imposed by Internal/External Regulations Address program changes implemented as a response to changes in College/District policy, state laws, division/department/program level requirements or external agencies regulations? How did the change(s) affect your program? (e.g. any curriculum, program reorganization, staffing etc.)Not Applicable.EquityIII.AGrowth and Decline of Targeted Student Populations Briefly, address student enrollment data relative to your programs growth or decline in targeted populations: African Americans, Latinos, Filipinos. (Refer to http://deanza.fhda.edu/ir/program-review.14-15.html )The Latina/o population continues to be the 2nd highest population (552 students) we serve with the Asian population again (638 students) as our highest population of students. Per the Program Review Data sheet these two student groups together comprise 71% of our total population of students served. We have served the Latino/a population with good success rates (81% in AY 13-14 and 73% in AY 14-15) compared to the overall success rate of 67% in the two years for the college. In addition, we have Asian population with consistently high success rates (at 78% in AY 13-14 and 79% in AY 14-15), which is in line with the college success rate for this group. In the African Ancestry population, our enrollment has increased 7% to 117 students in AY 14-15 (up from 75 students served in AY 12-13). However, the success rate for these students has decreased to 62% (up from 84% in AY 12-13). We believe this decrease is due to programmatic transitions in the learning communities cohort program serving this student population. As the program coordination was in flux this past year, we were unable to provide strong mentoring and student support from the LinC program. However, in reviewing the program data for our LART courses alone (which is our integrated developmental reading and writing courses), our success rates for African Ancestry population is better at 67% for Ay 14-15 which is higher than the overall college success rate of 63% for these students. This success rate may be due to the increased professional development and mentoring provided for our LART instructors. Our Pacific Islander population enrollment for AY 14-15 was 27 students (compared to 17 students in AY 12-13. In this population, our success rates have on average increased (83% for AY 12-13; 93% for AY 13-14 and 85% for Ay 14-15). This is in large part due to our focus and partnership with IMPACT AAPI and increased student recruitment and enrollment in learning communities by Pacific Islander students (especially during AY 13-14). The Filipino population enrollment was 175 students in AY 14-15, which is up from the 88 students served in AY 12-13. The success rate did increase from 72% in AY 12-13 to 74% in AY 13-14 and 79% this past year in AY 14-15. Our increase in Filipino student participation is due in part to the program continuing to offer professional development, personal mentoring, and curricular-development opportunities to our faculty due to our partnership with the IMPACT AAPI grant program. Part of the mission of the IMPACT AAPI grant is to provide support and assistance to students who are at a greater risk academically. Our learning communities classes provide students with student centered and culturally-relevant academic opportunities and student support services, we have focused on addressing the withdrawal and non-success rates of this at-risk group of students the past few years, which we believe has contributed to the increase in student success rates for this population.III.BClosing the Student Equity Gap: What progress or achievement has the program made relative to the plans stated in your programs 2013 -14 Comprehensive Program Review, Section II.A.3, towards decreasing the student equity gap? See IPBT website for past program review documentation:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html As a result of the 2008-9 Comprehensive Program Review and our 2013-2014 Comprehensive Program Review, the LinC Leadership team began a conscious effort and plan (and continues to do so), to focus our faculty training to include specific applications in curriculum which would directly address issues of diverse populations. We continue to provide mentoring and training that emphasizes the creation of culturally-specific content and activities which help to facilitate a decrease in the student equity gap, while also serving the developmental education needs of these students. We have consistently made sure to provide each faculty member in our program every year with a current book or some other resource that assists them either with including more culturally-relevant material or with student-centered learning or engagement engagement activities. These resources are provided in a context where discussion about student learning occurs and peer discussion encourages our to actively strategize on how to create a more inclusive learning environment in their classrooms. An asset of our program is our ability to provide dedicated counselors to help with student enrollment, retention, and success.This is key to our efforts in closing the equity gap among our LinC student population, and so we will continue to provide dedicated counselors who support our program and train our faculty to work collaborately with our counselors in order to maximize the benefit for students. In addition, we have also consistently used our annual summer institute to include components of "effective teaching practices" and "increasing student engagement" in order to enable faculty to discuss and apply pedagogical practices that help to decrease the student equity gap among our student populations. III.CPlan if Success Rate of Targeted Group(s) is Below 60% In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60%  HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf Are success rates of targeted groups at or above 60%? If not, what are the departments plans to bring the success rates of the group(s) up to this level? This applies to African American, Latino/a and Filipino students.We do not anticipate our success rates for our program to fall below 60% in part due to our active engagement of our faculty in professional development opportunities, ongoing curriculum development efforts, and consistent, ongoing, formative assessment in our learning communities classes that would provide any early alert to potential problems (before success rates drastically plummet). We will continue to monitor student success progress for tall our student populations (including targeted and non-targeted groups).III.DDepartmental Equity Planning and ProgressWhat progress or achievement has the program made relative to the plans stated in your departmental 2014-15 Equity Plan?Although LinC's equity plan is included in the general Academic services plan, the LinC program supports programs that offer developmental and G.E. classes that work to decrease the equity gap. The LinC program partners with Impact AAPI to support Filipino/Pacific Islander students (through our CREMS and G.E. links), Puente for Latino(a) students, and Umoja for African American students. LinC also provides assistance with faculty outreach and training at our annual LinC Summer Institute. In addition, LinC will collaborate with DARE to provide space for the integrated reading, writing and math "jam" sessions this summer tofront load skills for students who test into developmental level courses. LinC iscommitted to equity and will continue to offer courses that support our targeted population of students and help to close the equity gap with excellent instruction, culturally-responsive training and curriculum, and marketing strategies to specific student populations. Assessment CycleIV.ACycle 2 PLOAC Summary (since June 30,2014)Give the percentage of Program Level Outcome statements assessed since June 30, 2014. Run Ad Hoc report entitled Cycle 2 XXX PLOAC Work and scroll to the bottom of the report for count. Then calculate #Reflections & Analysis/#PLO statements times 100. All program level outcomes are to be assessed at least once between Fall 2014 and end of Winter 2019.All three of our SSLOs have been assessed multiple times over the past few years with the assessment cycle also completed. We are currently at 100%. IV.BCycle 2 SLOAC Summary (since June 30, 2014)Give the percentage of Student Learning Outcome statements assessed since June 30, 2014. Run Ad Hoc report titled Cycle 2 XXX SLOAC work- Active Only and scroll to the bottom of the report for count. Then calculate #Reflections & Analysis /#SLO statements times 100. All Student Learning Outcome statements are to be assessed at least once between Fall 2014 and end of Winter 2019.SLOs are not applicable for our program given that we have no actual courses that are owned by LinC. For courses used in LinC program, the course-level outcomes are assessed in their individual departments by the faculty who teach those courses.Resource RequestsV.ABudget TrendsDescribe impact, if any, of external or internal funding trends upon the program and/or its ability to serve its students. If you dont work with budget, please ask your Division Dean to give you the information. We do have a limited B-budget and had our reassigned time cut several years ago. For our program to remain strong and grow, we need to continue to provide the faculty development and curricular development opportunities that enable us to maintain consistent student success rates. As such, we are going to need additional resources. These resources are necessary to support both the faculty in the classroom as well as for the mentoring and coordination support required to maintain the quality of our program.V.BFunding Impact on Enrollment TrendsDescribe the impact, if any, of external or internal funding changes upon the programs enrollment and/or its ability to serve its students. Refer to Program Review data sheets for enrollment information:  HYPERLINK "http://deanza.edu/ir/program-review.14-15.html" http://deanza.edu/ir/program-review.14-15.html Our enrollment numbers have once again increased since our last program review submission. We know that our model of learning is successful with students, so we will continue to develop new pathways and opportunities for students to participate in learning communities. Specifically, we have been able to grow our basic skills offerings, and continue to try and develop new faculty partnerships for general education and transfer courses. In order to continue to grow in this area, we have to be able to provide resources for faculty in the classroom and provide the necessary staff development activities so we have trained faculty teaching in the program. For a number of years we have known that students could transition through their academic requirements more quickly if we had more pathways towards completion (i.e. learning community pathways from basic skills courses to transfer-level/GE courses). For example, we have partnered with IMPACT AAPI to provide a new model with our CREMS (Counseling, Reading, English, Math and Speech) program that enabled students to transition through three levels of Math and English in a single year and also complete their Speech GE requirement. While successful, we are still making programmatic improvements for this sequence and dealing with the intensive workload involved in dealing with student enrollment, coordinating with deans across divisions, and working through basic schedule issues. Previously we have also partnered with Puente. And we are also forming new partnerships with Umoja and REACH to offer developmental learning communities pathways with their programs. These partnerships include mentoring, training, scheduling support, and assessment assistance. Therefore, if we are to take this next step and grow our overall enrollment in learning communities in this manner (by offering more sequenced courses and pathways, in addition to increased partnerships) OR by offering more GE level learning communities classes, we need the resources to do so. V.C1Faculty Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyGrowth.V.C.2Justification for Faculty Position(s):Briefly, how will this position support student needs? Do you have assessment data available to justify this request for a faculty position? If so provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this need.1 FTE Counselor. As we continue to expand and scale up our learning community offerings and absorb IMPACT AAPI learning communities, we feel the program needs a dedicated counselor position. All programs, such as Umoja, Puente, and SSRS have found improvement in retention and success with the dedicated counselor. A dedicated counselor can be integrated into the LART courses and the G.E. links. For example our developmental and G.E. program, CREMS, integrates a counselor seamlessly by offering COUNS 80X (2 units) class for the students in the first quarter of the program, and the counselor continues to have a presence throughout the year, by collaborating with the other instructors. The counselor is integral to the success of the students as noted in every SGIF (Student Group Instructional Feedback) quarterly assessment that we conduct. We have been able to provide this support for students through our partnership with Impact AAPI. But given that this grant funding will be ending next year, and that we want to maintain this counselor role, LinC is requesting its own counselor position. In past years the counselor position was central to LinC and all of its pathway programs. This counselor worked with the developmental and G.E. courses and provided a direct link to counseling services for LinC leaders and faculty. In student surveys, when we have not been able to fund even a part-time counselor, students have noted the lack of a counselor and expressed their desire to have access to one through their learning communities. Despite not having our own LinC dedicated counselor for our pathways beyond the CREMS pathway, we have increased our programmatic offerings. Our assessment data from students indicates that we could have a much stronger and cohesive support system for students with a dedicated counselor in place. For example, our Fall 2015 survey of LinC students indicated that 62% of students responded that counseling support would be much or very much valuable towards completing, academic, career and/or personal goals. V.D.1Staff Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless Vacancy Only make request for staff if relevant to your department only. Division staff requests should be in the Deans summary.GrowthV.D.2Justification for Staff Position(s):Briefly, how will this position support student needs? Do you have assessment data available to justify this request for a staff position? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this need..500 FTEF Classified Administrative Assistant support as we absorb and support some of the pathways from IMPACT AAPI learning communities. If able to increase our administrative support capacity, we could be more streamlined with enrollment/outreach/marketing efforts. In 2016-2017 LinC will continue to offer courses in the IMPACT AAPI program, such as LART 200, LART 211, CREMS, EWRT 1A & ICS, Biology 11 & EWRT 1A while we open these classes to the general population. The work to successfully market these courses to our targeted students takes time and dedication throughout the academic year, including during breaks and summer. Additionally, not only will LinC increase offerings as noted above, but we are now supporting LART courses in new cohort programs, such as Umoja and REACH. Successful implementation and offering of our linked courses and providing scheduling, faculty mentoring and enrollment management requires administrative assistance and support to run smoothly. V.E.1Equipment RequestsA drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested Under $1000.V.E.2Equipment Title, Description, and QuantityDescription should identify if the item(s) are new or replacement(s), furniture/fixtures, instructional equipment, technology related, expected life of item, recommended warrantees etc. Did this request emanate from a SLOAC or PLOAC process? Does this item require new or renovated infrastructure (e.g. wireless access, hardwire access, electric, water or heat sources . . . )Color printer.V.E.3Equipment JustificationDo you have assessment data available to justify this request for equipment? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or Advisory Board input to support this need. If not, provide other data to support this need. Who will use this equipment? What would the impact be on the program with or without the equipment? What is the life expectancy of the current equipment? How does the request promote the college mission or strategic goals? Refer to mission:  HYPERLINK "http://deanza.edu/about/missionandvalues.html" http://deanza.edu/about/missionandvalues.html and strategic goals (page 15  HYPERLINK "http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf" http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf Our student surveys in 2014 and 2015 indicated that more than 70% and 51% respectively, of our students found out about our learning communities classes through an instructor visiting their classes, a counselor, another teacher, or a friend. In order to facilitate this outreach, we depend on the creation and printing of eye-catching flyers. Therefore, we need a color printer in order to be able to print flyers to do outreach and fill our learning communities classes in order to meet enrollment expectations. The printer would be used by the LinC program coordinators and an administrative assistant. Without this printer we would need to rely on the individual department budgets (which are slim) in order to have effective marketing/outreach materials.V.F.1Facility RequestName type of facility or infrastructure items needed. Renovation vs new. Identify associated structures needed to support the facility e.g. furniture, heat lamps, lighting, unique items above and beyond what is normally included in a similar facility.Requesting a centralized location/office for Learning in Communities program to have an established presence and to create a cohort community. This facility/space would help to facilitate and promote long-term community building with our LinC, faculty and staff and help to establish a clear programmatic presence on campus. V.F.2Facility JustificationDo you have assessment data available to justify this request? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this need. Who will use this facility? What would the impact be on the program with or without the facility? What is the life expectancy of the current facility? How does the request promote the college mission or strategic goals? This centralized space could be used by LinC leaders, administrative support person(s), and faculty for marketing, mentoring, training and scheduling purposes. Without a centralized space, the program is disjointed with important documents scattered in various offices on a temporary basis. Interested faculty and students do not see a concrete, dedicated area where they can ask questions, look at LinC offerings or discover learning communities research and data that is useful for their participation. LinC is celebrating their 20th anniversary this year, and we anticipate LinC to have a continued presence on the ý Community College campus for many years to come. A centralized space supports ýs mission to provide an academically rich, multicultural learning environment since integrated two disciplines involves a deeper and more meaningful learning experience for students. Also, the integrating of two or more disciplines is a thoughtful process between two or more instructors that asks students to engage in a creative process of understanding connections between subjects while learning with other students in an interactive environment. A centralized space provides an environment for collaborative, teamwork across disciplines to occur. V.G.Equity Planning and SupportHas this work generated any need for resources? If, so what is your request?V.H.1Other Needed ResourcesList resource needs other than faculty, staff, facility, and equipment needs. For instance, assistance in working with counselors, finding tutors to work with students, support for assessment projects.V.H.2Other Needed Resources JustificationDo you have assessment data available to justify this request? If so, provide the SLO/PLO assessment data, reflection, and enhancement that support this need. If not, provide other data to support this need.V.J. B Budget AugmentationIf there is a new initiative/project that requires additional funding, please state: Who/what could be supported if this additional funding was awarded? What would the impact be on the program with the funds? How does the request promote the college mission or strategic goals? Refer to mission:  HYPERLINK "http://deanza.edu/about/missionandvalues.html" http://deanza.edu/about/missionandvalues.html and strategic goals (page 15  HYPERLINK "http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf" http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf How much money is being requested? State the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need and/or other data to support this need. If you do not deal with the B budget directly, you can use the comment: please refer to the Deans summary.Continued financial support that allows our faculty to participate in our main professional development activities, including our LinC Summer Institute, and financial resources to support classroom needs and additional pay for curriculum development by instructors who teach in our program. Current B Budget is $31,050. Additionally, approximately .300 FTE Faculty Reassigned Time is currently funded by the Office of Instruction. An additional .100 FTE or additional pay stipends would be funded by our B Budget when necessary. We are asking for a $15,000 budget augmentation that will specifically go towards supporting: a) Specialized summer bridge/jam for our CREM Learning Community pathway. b) Annual Summer Institute for faculty c) Program coordination, training and mentoring of LinC faculty participants d) Creation of additional transfer-level pathways DARE has researched several promising college programs that frontload some of skills students need before they enroll in developmental courses. After over 10 years of offering CREMS, we have found through our assessment of faculty that students in this program would greatly benefit from a short summer immersion in basic skills before the first day of Fall quarter. Our annual Summer Institute for faculty continues to be the cornerstone for the excellent curriculum developed and delivered during the academic year. As IMPACT AAPI winds down (which previously funded the Institute), we will need additional funding from the B budget to provide time, space, training, and food to our dedicated LinC faculty. As we learn more about marketing and the key role of technology, we will continue to need space, time and training to reach our students. The CREMS program is currently undergoing a change in instructors, and the LART program is bringing in new faculty after several faculty have retired, so we will need to provide continued mentoring, training workshops and support for our faculty. With the expansion of developmental learning communities, we see the next step as developing additional transfer-level opportunities for students in learning communities. Our SGIF data indicates many requests from students asking about second year pathways (ie. GE classes) and telling us their preferences for learning in a collaborative, interdisciplinary atmosphere. Research from our IR office (from November 2007) shows that students who have an opportunity to participate in learning communities beyond the developmental level, are more likely to persist in college than students who do not have this opportunity. As such, our program wants to expand our offerings beyond the developmental level and so a budget augmentation will help to support faculty efforts in this area. V.K.1Staff Development NeedsWhat would the impact be on the program with or without meeting this need? How does the request promote the college mission or strategic goals? Refer to mission:  HYPERLINK "http://deanza.edu/about/missionandvalues.html" http://deanza.edu/about/missionandvalues.html and strategic goals (page 15  HYPERLINK "http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf" http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf V.K.2Staff Development Needs JustificationDo you have assessment data available to justify this request for staff development? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this needVI.Closing the LoopHow do you plan to reassess the outcomes after receiving each of the additional resources requested above? N.B. For the Comprehensive Program Review the question becomes What were the assessments showing the results of receiving the requested resources over the last five years?Our assessment plans are in place and we will continue to implement our surveys and focus groups to assess the impact of these resources on our existing PLOs. Submitted by: APRU writers name, email address, phone ext. Anu Khanna (x5787), Kristin Skager, and Matt AbrahamsLast Updated:Give date of latest update (Set next box to YES when done and ready for Dean review).     ý College Annual Program Review Update PAGE  PAGE 1  TIME \@ "MMMM d, yyyy" April 27, 2016 ý College Annual Program Review Update-revised 4-14-12 Spring 2012  .78Co y  0 2 5 L ννννάߛߍqccRcRcRc h5cjh(CJOJQJ^JaJh(CJOJQJ^JaJhDkCJOJQJ^JaJhffCJOJQJ^JaJhPxCJOJQJ^JaJ h5cjhm CJOJQJ^JaJ hVF0hm CJOJQJ^JaJ hdhPxCJOJQJ^JaJ hdhm CJOJQJ^JaJhm CJOJQJ^JaJ#hPxhPx5CJOJQJ^JaJ   > r    E 5d$& #$/Ifb$gd<#d$& #$/Ifb$gd0 8dgd 8dgd dgdm     5 : Z [ \ h ´´Уm[Mhm CJOJQJ^JaJ#jhm CJOJQJU^JaJ$h;h(0JCJOJQJ^JaJ h(h(CJOJQJ^JaJ#jh(CJOJQJU^JaJ hVF0hm CJOJQJ^JaJhdCJOJQJ^JaJh/CJOJQJ^JaJ h5cjhm CJOJQJ^JaJh(CJOJQJ^JaJ h5cjh(CJOJQJ^JaJ         J K    Ͽϛn]n]n]n]n]nnL hjhm CJOJQJ^JaJ hhCJOJQJ^JaJ hhm CJOJQJ^JaJhCJOJQJ^JaJhPxCJOJQJ^JaJ hVF0hm CJOJQJ^JaJ$h hm 0JCJOJQJ^JaJh0JCJOJQJ^JaJ#jhm CJOJQJU^JaJhm CJOJQJ^JaJ h8?Xhm CJOJQJ^JaJ  E M h 567JKMNO[b뾬ujYK: hVF0h%'ACJOJQJ^JaJhffCJOJQJ^JaJ hS3h%'ACJOJQJ^JaJhVF0h4YCJaJ hVF0h4YCJOJQJ^JaJ#h;vh4Y5CJOJQJ^JaJ& *h;vh4Y5CJOJQJ^JaJ#h;vh4Y5CJOJQJ^JaJhVF0hS3CJaJ!h,-'5CJKHOJQJ^JaJ!h%'A5CJKHOJQJ^JaJ'hVF0h%'A5CJKHOJQJ^JaJ567KLA'''$d$& #$/Ifa$b$gd0kd$$Ifl\ |)7*$ j t 6 0@844 lae4pyt;vLMN)kd$$Ifl\ |)7*$ j t 6 0@844 lae4pyt;v$d$& #$/Ifa$b$gd0NO`ab$d$& #$/Ifa$b$gd0$d$& #$/Ifa$b$gdveb6:Z[]^j±rarNr$hwshff0JCJOJQJ^JaJ hxhffCJOJQJ^JaJ#jhffCJOJQJU^JaJh%'ACJOJQJ^JaJ hh%'ACJOJQJ^JaJhffCJOJQJ^JaJ hVF0h%'ACJOJQJ^JaJ hS3h%'ACJOJQJ^JaJhVF0hS3CJaJ hl%h%'ACJOJQJ^JaJ hl%hP*CJOJQJ^JaJC,,d$& #$/Ifb$gd0kd$$Ifl\ |)7*$ j t 6 0@844 lae4pyt;vz{bcd$1$7$8$H$Ifgd*$d$& #$/Ifa$b$gd0A{EFbcdijw~򲧙zizXziJiJih%'ACJOJQJ^JaJ hh%'ACJOJQJ^JaJ hVF0h%'ACJOJQJ^JaJhffCJOJQJ^JaJ hS3h%'ACJOJQJ^JaJhveCJOJQJ^JaJhVF0hS3CJaJ# *hF<h%'ACJOJQJ^JaJ#hs@h*5CJOJPJQJaJhFGCJOJPJQJaJhNnCJOJPJQJaJh*CJOJPJQJaJcdjA***d$& #$/Ifb$gd0kd$$Ifl$\ |)7*$ j t 6 0@844 lae4pyt;v !"'(2<=AKX`#9ȷᩘ|ַk||ZLZh%'ACJOJPJQJaJ hVF0h%'ACJOJPJQJaJ hS3h2CJOJQJ^JaJh%'ACJOJQJ^JaJh"jCJOJQJ^JaJ hh%'ACJOJQJ^JaJhffCJOJQJ^JaJ hS3h%'ACJOJQJ^JaJhveCJOJQJ^JaJhVF0hS3CJaJ hVF0h%'ACJOJQJ^JaJh@CJOJQJ^JaJ!"(S*kdl$$Ifll\ |)7*$ j t 6 0@844 lae4pyt;vd$& #$/Ifb$gd0S*kdI$$Iflu\ |)7*$ j t 6 0@844 lae4pyt;vd$& #$/Ifb$gd0"1d$& #$/Ifb$gd0 !"0124秔seTI8 hS3h%'ACJOJQJ^JaJhVF0hS3CJaJ hVF0h%'ACJOJPJQJaJh@CJOJPJQJaJ hlh%'ACJOJQJ^JaJh<#CJOJPJQJ^JaJ$hx?Dh%'ACJOJPJQJ^JaJh%'ACJOJPJQJ^JaJhCAh%'A0JCJPJaJ'j&hT(Rh%'ACJPJUaJhsh%'ACJPJaJh%'ACJPJaJjh%'ACJPJUaJ128h_C,,,d$& #$/Ifb$gd0kd$$Ifl\ |)7*$ j t 6 0@844 lae4pyt;v458:F`ghl*+,˺˙zi[QDQ0['jhT(Rh%'ACJPJUaJh%h%'ACJPJaJh%'ACJPJaJjh%'ACJPJUaJ hzh%'ACJOJPJQJaJh%'ACJOJPJQJaJ hVF0h%'ACJOJPJQJaJ h<#h%'ACJOJPJQJaJhff0JCJOJPJQJaJ hzh%'ACJOJQJ^JaJ$hzh%'A0JCJOJPJQJaJ hS3h%'ACJOJQJ^JaJ hS3h2CJOJQJ^JaJ,[\^_`̼veZI8I hS3h2CJOJQJ^JaJ hS3hzCJOJQJ^JaJhVF0hS3CJaJ hVF0h%'ACJOJPJQJaJh@CJOJPJQJaJ)hjh%'AB* CJOJQJ^JaJphh<#CJOJPJQJ^JaJ$hx?Dh%'ACJOJPJQJ^JaJh%'ACJOJPJQJ^JaJhh%'ACJPJaJh%'ACJPJaJjh%'ACJPJUaJh' Xh%'A0JCJPJaJ_*kd$$Ifl\ |)7*$ j t 6 0@844 lae4pyt;vd$& #$/Ifb$gd0 0ABN]˽ˬuhuTE2$hzh%'ACJOJPJQJ^JaJh' Xhff0JCJPJaJ'j~hT(RhffCJPJUaJh%hffCJPJaJhffCJPJaJjhffCJPJUaJ hVF0hffCJOJPJQJaJhffCJOJPJQJaJ hzh%'ACJOJPJQJaJhffCJOJQJ^JaJ hzh%'ACJOJQJ^JaJ$hzhz0JCJOJPJQJaJ hS3h%'ACJOJQJ^JaJd$& #$/Ifb$gd0;uŴţp_QC5jh%'ACJPJUaJhzCJOJPJQJaJhffCJOJPJQJaJ hVF0h%'ACJOJQJ^JaJ$hVF0h%'A0JCJOJPJQJaJhff0JCJOJPJQJaJhz0JCJOJPJQJaJ hS3h%'ACJOJQJ^JaJ hS3h2CJOJQJ^JaJ hS3hzCJOJQJ^JaJhVF0hS3CJaJh@CJOJPJQJaJ hVF0h%'ACJOJPJQJaJA***d$& #$/Ifb$gd0kdO $$Ifl;\ |)7*$ j t 6 0@844 lae4pyt;vIJXYZ\ǸseTI8 hYrhzCJOJQJ^JaJhVF0hS3CJaJ hVF0h%'ACJOJPJQJaJh@CJOJPJQJaJ)hjh%'AB* CJOJQJ^JaJph$hx?Dh%'ACJOJPJQJ^JaJh%'ACJOJPJQJ^JaJhhffCJPJaJh' Xh%'A0JCJPJaJjh%'ACJPJUaJ'j, hT(Rh%'ACJPJUaJh%h%'ACJPJaJh%'ACJPJaJJYZ*kd $$Ifl;\ |)7*$ j t 6 0@844 lae4pyt;vd$& #$/Ifb$gd0\]_`ab&'NPQ˸uguYuUD3Yu hxh CJOJQJ^JaJ hxhxCJOJQJ^JaJhxhxCJOJQJ^JaJh`,CJOJQJ^JaJh%'ACJOJQJ^JaJ hYrh%'ACJOJQJ^JaJ$hYrh%'A0JCJOJQJ^JaJ hYrh%'ACJOJQJ^JaJ$hYrhz0JCJOJQJ^JaJ$hYrhz0JCJOJQJ^JaJ hYrhzCJOJQJ^JaJ hYrh2CJOJQJ^JaJZbQd$& #$/Ifb$gdxd$& #$/Ifb$gd0  /02QZ[ȵ{i[M?Mh CJOJQJ^JaJhxCJOJQJ^JaJhzCJOJQJ^JaJ# *hh%'ACJOJQJ^JaJ$hzh%'A0JCJOJQJ^JaJ' *hS3h%'A0JCJOJQJ^JaJ$hS3h20JCJOJQJ^JaJ$hS3hz0JCJOJQJ^JaJhVF0hS3CJaJh%'ACJOJQJ^JaJh@CJOJQJ^JaJ hL9}h%'ACJOJPJQJaJ /0C,,,d$& #$/Ifb$gd0kd $$Ifl\ |)7*$ j t 6 0@844 lae4pyt;v0,kd $$Ifl\ |)7*$ j t 6 0@844 lae4pyt;vd$& #$/Ifb$gd0]^b ͼsesTC h%nh%nCJOJPJQJaJ h h%'ACJOJPJQJaJh9CJOJPJQJaJhd6CJOJPJQJaJh CJOJPJQJaJh%'ACJOJPJQJaJ hL9}h%'ACJOJPJQJaJhzCJOJPJQJaJ hzh%'ACJOJQJ^JaJ hS3h%'ACJOJQJ^JaJ hS3h2CJOJQJ^JaJ hS3hzCJOJQJ^JaJ!d$& #$/Ifb$gd!<d$& #$/Ifb$gd0 !!!!(!E!p!y!!!!!!!!!!!!!"" 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