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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 DescriptionStudent Success and Retention Services Center is the umbrella entity that houses several cohort programs for first generation college students who test into developmental levels of English and Math providing a computer lab, tutoring and peer mentoring services and retention counseling interventions.Department Name:
Academic Services Program 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) The mission of the Student Success and Retention Services (SSRS) is to address historical and institutional inequities resulting in achievement gaps for underserved students by fostering a community of learners and leaders through innovative services and pedagogies that increase retention, persistence, graduation, and transfer rates. There are several programs under the SSRS umbrella including Summer Bridge, First Year Experience (FYE), Umoja (formerly Sankofa Scholars) and the Puente Project. Our programs fulfill ýs mission by engaging students in creative work that demonstrates the knowledge, skills and attitudes contained within the colleges Institutional Core Competencies. Our programs provide first generation college students culturally responsive curriculum across the several disciplines.I.A.1What is the Primary Focus of Your Program?Select Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/AOur programs provide a cohort model for developmental courses (basic skills) fostering communal practices, culturally trained counselors and expanding existing curriculum to include general education courses with faculty committed to both principles and philosophy of promoting excellence and success during their first year in college. I.A.2Choose a Secondary Focus of Your Program.Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/AAs students complete their basic skills courses we continue to serve students to ensure they meet their educational goal of transfer to a 4-year university and/or graduation.I.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.I.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.I.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.Anticipate requesting data for program participants in the future.I.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 programSubmitted data request to determine number of students in all our programs who receive AA/AS degrees.I.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.I.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.I.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 programI.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 programI.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 programI.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 .Four FTEF are employed in our programs, they include: SSRS Interim Director; Puente Project Co-Coordinator/Counselor; FYE Coordinator/Coordinator; Umoja Community Coordinator/Counselor.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 program-2: Decrease of student employees. Six peer mentors/tutors hired to work in the SSRS Center and in the classrooms this academic year 15-16. One of the peer mentors serves as a Lead and we were able secure Student Equity funds for the position this year. Previous years we were able to hire 8 peers to assist with programming and tutoring especially for developmental courses. These positions have been funded by DASB.I.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. 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. One Administrative Division Assistant; 0=no change
I.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.The reorganization of SSRS from the Counseling division to Academic Services division resulted in loss of 2 FTEF for the Faculty Director and Umoja Counselor. We have been able to use Student Equity Finding to maintain program services but need to find permanent funding to maintain these positions.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 ýs Latino/a student enrollment increased to 24% of the student body resulting in an increased interest in our programs. Latino enrollment in our programs has increased while our Filipino student population has decreased. Latino/a students comprise 89%; African Am 8%; Filipino 2%; Asian 1% of our program participants. The success of the IMPACT AAPI program may attribute to the programs ability to enroll more Filipino students.II.B.1Overall Success Rate
What significant changes in student success rates have you seen in the last three years?Our programs continue to experience high success and course completion rates ranging from 70% to 94% particularly in the developmental English-Writing courses. 85% of all SSRS program participants are in good academic standing -GPA 2.0 or higher. (FHDA MIS Quarterly Submission Report Fall 2015.)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.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.)In Fall 2014, SSRS programs underwent reorganization from the Student Services side of the college to Instruction under Academic Services and are currently realigning our curriculum, services and staff to better address the needs of our targeted populations. During this reorganization we also underwent staff changes in both counseling and instruction. We hired a new FYE Counselor Coordinator, Umoja Counselor/Coordinator and Interim Puente Project Counselor/Co-Coordinator all within the past 6 months. As a result of the reorganization and staff change, we did not offer our Umoja/Sankofa learning community this year however, we continued to serve our African American student population offering tutoring, peer mentoring, counseling and professional growth opportunities (i.e. Umoja Statewide/Regional Conference, African American Student Conference). We intend to offer our new Umoja learning community in 2016-2017 and recruitment efforts for a new faculty team and new students for the fall cohort are underway this spring quarter 2016.
The FYE program also experienced new faculty to the program and worked diligently to coordinate and integrate their curriculum.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 )Our SSRS programs comprise the following demographics: Latino/a students comprise 89%; African Am 8%; Filipino 2%; Asian 1% of our program participants.
There continues to be a need to close the achievement gap and strong interests for our programs that help facilitate this.
Every spring/summer we have over 350-400 students complete an on-line interest form expressing to be part of our programs with the largest interest from the Latino/a students. Unfortunately, we are not able to accommodate them all leaving a great need to expand services to help close the inequity gaps for our students.
The decline of Filipino students in our programs may be attributed to the success of the IMPACT AAPI program. This program has been successful in enrolling more Filipino students however data shows there is still a need to close the equity gap with this population.
As we recruit for the upcoming Umoja cohort, we anticipate an increase in our African American students.
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 Not mentioned in our previous comprehensive plans is the need to assess men of color in our programs to determine any achievement gaps and to compare the results with targeted and non-targeted student results. WE plan to evaluate the success of males as they comprise 38% of our program participants.
We know Summer Bridge, FYE, Umoja/Sankofa, Puente data have been successful in closing the achievement gap in developmental courses in English and will continue to build on those best practices to other disciplines. (See respective program reviews.)
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.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?To increase the success, retention and graduation of our African American students, the Umoja program will recruit a new cohort of 25-30 students. The curriculum will have a strong focus on the African American experience throughout the academic year 2016-2017.
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.Assessing for SSSP outcomes, our program achieved the following:
Placement: 98%
Orientation: 91%
Abbreviated Ed Plan: 62%
Comprehensive Ed Plan: 89%
Compared to Targeted Groups/Not Targeted:
Placement: 69%/80%
Orientation: 71%/82%
Completed Ed Plan: 71%/82%
Source: SSSP Data April 2016 & Student Services Program Review Data Sheets (11/2015)
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.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. The SSRS Center hires peer mentors/tutors to serve all three programs. Five of the student positions are funding by DASB while the Peer Lead position is funded by Student Equity funds. Without these positions, it would be difficult to maintain the centers operations and computer lab impacting all students ability to seek peer assistance, tutoring and access to internet, printing and computers.
As a result of our reorganization, we have had to use more funds to purchase office and center supplies, equipment for counselors printers, updated computers.
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 SSRS B budget primarily supports the operations of all its programs and the student center. WE have relied on DASB and Student Equity funds to help support our students and without this funding we will not be able to provide the necessary student support and community space essential for our programs to succeed.V.C1Faculty Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyGrowth; As mentioned in the Puente and FYE program review there is a need for at least 2 more full time Counselor/Coordinators. 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.To continue to close the equity gaps for targeted groups, cohort programs have proven successful at or above those of non-targeted students. See College Student Equity plan and our PLO assessment for SSSP results.
To ensure success in our cohort courses, faculty must be able to do program planning and coordinate curriculum. A faculty coordinator is needed especially for the FYE and Umoja programs since both involve courses across the disciplines. There is a need for the coordinator to identify faculty, coordinate curriculum and develop common course readers, provide instructional support through weekly meetings and trainings and In-services with their respective team. (As stated in the FYE Program Review Data sheets, the FYE course success rate in 2013-14 was 84%)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.As Stated in the SSRS Comprehensive Program Review 2013-14, there is a need for a classified position. There is a need to coordinate and grow our mentoring efforts across the programs beyond the students first year. Our programs mentoring component has not been at its full potential for at least two of our program. A staff position focused on developing peer training, program and evaluation and implementation along with recruitment of professional mentors for all 3 programs would help coordinate all services and increase the persistence and retention of continuing students especially as we grow.V.E.1Equipment RequestsA drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested 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 . . . )Copy Machine - new,
Scanner-new
Ipads-new set of 30-35
Replacement of desktop student computersV.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 As a result of our reorganization and new location, we no longer have access to a copier or scanner in our offices. Previously we shared the equipment with the Transfer Center but with our new location that was not feasible to continue.
With competition for lab space across campus even within our center, having Ipads meets the students needs in several ways. In allows students the ability to use computers not often available at home. The computers/printers in SSRS are consistently utilized and having iPads allows flexibility to use them in the center or classroom. In the classroom, instructors can extend the curriculum to include more information literacy particularly as it relates to technology that is often needed with first generation college students. Students can take quizzes on Catalyst during class time or peer review each others papers.
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.Expanded area as program grows.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? As part of the reorganization, SSRS was physically relocated to another space. To date, it houses 1 Interim Director, 3 counselors, 1 Administrative Assistant, 6 peer mentors, 8-9 tutors and a computer lab. This physical space is where students meet to do homework, study, receive tutoring, meet with counselors or program faculty office hours, and come to print out papers and class assignments. We are at full capacity and beyond during peak hours and with the recruitment of a new cohort this fall, the need for additional or larger space is imperative not only to meet students needs but more importantly for safety and fire standards.V.G.Equity Planning and SupportHas this work generated any need for resources? If, so what is your request?As stated in both the FYE , Puente and Umoja/Sankofa program review updates, there is a need for our students to explore and expand transfer opportunities in Southern California and out of state Universities.
Providing faculty compensation facilitates program that span across several disciplines and divisions the opportunity to consult, create, program plan and evaluate student outcomes for success.
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.There is a strong need for writing tutors to work with students in class and outside of class.
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.First generation college students from targeted populations would have access to academic opportunities, career explorations and options, as well as industry visits. ($10,000)
Need faculty compensation for programming and assessment of best practices. ($20,000)
SSRS fulfills ýs mission by engaging students in creative work through culturally responsive curriculum across several disciplines. In addition to providing leadership and community engagement opportunities.
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 Attending conferences, Professional Development Institutes sponsored by Statewide Program (Puente and Umoja), On Course Training for Faculty and staff, RP Group Student Success Conference, Ensuring Transfer Success (ETS) Conferences. Attend conferences and sessions offered by the Statewide Male Initiative.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 needIn order for faculty and staff to stay current in their respective disciplines, and to develop and implement best practices, it is essential for the SSRS Faculty to attend.VI.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?Course completion of developmental courses de-aggregate data by gender
Persistence, retention and transfer/graduation rates.
Assessment of institutional Core Competencies.
Develop and revise FYE /UMOJA PLO and SSLO in collaboration with the respective faculty teams.
Student Evaluation of SSRS Services and Center programming.Submitted by:
APRU writers name, email address, phone ext.Alicia Cortez
HYPERLINK "mailto:cortezalicia@fhda.edu" cortezalicia@fhda.edu
x8365Last Updated:Give date of latest update (Set next box to YES when done and ready for Dean review).April 18, 2016
ý College Annual Program Review Update
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