ࡱ>  {bjbj=G=G 7^_-_-qA ttttt88P~46"X db8d8d8d8d8d8d8,;>T8tl66ll8!tt48!!!lttb8!lb8!!454B4N88084>!>,5!5t7lll88!lll8>lllllllll ::   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 RequestedInput 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: Euphrat Museum of ArtProgram 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 Euphrats mission is to research, produce and present challenging exhibitions and educational materials that provide a resource of visual ideas and a platform for communications. It is a forum of ideas about art expressed through one-of-a-kind exhibitions and events. Our exhibitions and programming 1) highlight our heritage of different cultures; 2) enhance understanding of art fundamentals, art history, and esthetics; and 3) augment college instruction. Program Learning Outcomes: Students will view and compare and contrast artworks in exhibitions as it relates to cultural, aesthetic, intellectual, and ethical concerns. Students will develop a working knowledge of visual and critical analysis of multicultural artworks and art exhibitions. Students will demonstrate critical analysis of local and global social justice issues as seen in the artworks and exhibitions. Faculty and their students have opportunities to integrate Euphrat multicultural exhibitions, installations, and special projects, and events into their curriculum. Every student deserves an education that inspires them to discover, think creatively, and engage deeply. The Euphrat provides that and uses multicultural arts learning strategies to help improve student outcomes and recognizes the power of the arts to transform the learning experience. Arts integration is employed through one-of-a-kind exhibitions, programs and events that cross subject areas and address contemporary issues alive in our communities. Students have opportunities to hone their passion and skills and apply that skill in the real world. The Euphrat is a welcoming and exciting place on campus for self- expression, communication, and community building. Equity and inclusion are at the center of all museum exhibitions, programs, events, and special projects.I.A.1What is the Primary Focus of Your Program?Select Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/ALearning Resources/Academic ServicesI.A.2Choose a Secondary Focus of Your Program.Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/ACareer/Technical, personal enrichmentI.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. 2I.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.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 programI.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 programThe museum serves all 1,000+ ý faculty through opportunities to view and utilize exhibitions, programming and events to enrich and expand multicultural curriculum and class assignments. Faculty from different subject areas visit with their classes, give related writing assignments, and participate in collaborative projects. Classes include Chicana/o Studies, Intro to the Visual Arts, Color & Design, Creative Minds, Composition and Reading, Environmental Stewardship, Creative Writing, Art, Ideas, and Values, and many more. Programs served include Puente, Black Leadership Collective (BLC), LEAD, Office of Equity, Social Justice, and Multicultural Education, California History Center, the Multicultural Center, Art on Campus, and more. In 2014-15 and 2015-16 eight faculty from across subject areas participated in unique collaborative art projects. I.D.2Academic Services and Learning Resources: # Students 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 students served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programOver 8,320 students visited the museum and participated in events and programming in 2014 -15 and Fall '15 and Winter '16 quarters. This includes an average of 25 - 30 classes across disciplines per quarter receiving exhibition-based presentations, writing and reflection assignments. 181 students participated in the special projects associated with the 2014-15 and 2015-16 exhibitions. An estimated 2,240 students participated in the Remembering Civil Rights interactive public art project in the main quad in March 2015. 72 students will exhibit over 125 works of art in the 2016 ý Student Art Show. We work with 25 student employees, interns, and volunteers each year. 45 students have taken or are currently enrolled in Arts 70 Viewing Bay Area Museums and Galleries, 74 students have successfully completed Arts 71 Gallery and Exhibition Design, and 68 have successfully completed Arts 72 Internship in Art. Internship in Art has been offered as a no load course by the museum director.I.D.3Academic Services and Learning Resources: # Staff 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 staff served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programThe museum serves all 270 classified staff through exhibitions, events, and other programming. I.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 .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 programIn 2014-15 and 2015-16 the Euphrat employed a total of 18 students.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.1 full-time classified position - Museums Programs Coordinator (Euphrat Director) 0 - no changesI.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.Five years ago the Executive Director position that the college had funded for over 30 years was eliminated. The college covers two months of the one staff persons eleven month position and does not provide a B budget. Funding for everything else is raised by that staff person in addition to directing, curating, and teaching. The lack of a dedicated faculty position negatively impacts the museums ability to serve students and expand programming.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.htmlOur audience and student participation have grown with focused programming and special collaborative projects that accompany each exhibition. The number of classes and students visiting and using the exhibitions for writing, drawing, and reflection assignments continues to grow by about 5% each year.II.B.1Overall Success Rate What significant changes in student success rates have you seen in the last three years?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.)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 )Targeted student population participation has continued to grow with specific outreach, e.g. developed special projects for Black Leadership Collective (BLC), Puente, LEAD, 1st Year Experience, and more. A monthly event, 1st Thursdays spoken word, poetry, and open mic event is hosted by the Four Elements club. Another monthly event is the 3rd Thursday Film and Discussion nights hosted by the Black Leadership Collective. We bring in art, multiple artists, speakers, and programs directly related to each of the target populations, addressing issues and involving classes and individual students, e.g. involving students, faculty, and administrators in bringing artists of African ancestry on campus. The Euphrat involves ý students in working with at-risk children and youth on campus and in the community through the Arts & Schools Program. They also participate in School Recess Camps, hands-on art stations at community festivals, collaborative public art projects, and Teaching Tours. Young students from communities with low college participation rates are exposed to an exciting college environment at an early age. Many of the children and youth are on track to attend ý when they graduate. Outreach through special collaborative projects that align with different exhibitions has been a very successful way of involving students from targeted groups. Over 335 ý students participated in the museum's 2015-15 and 2015-16 collaborative art projects and the annual student art show. 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.htmlThe museum continues to be an integral part of decreasing the student equity gap on campus, working with the Office of Equity, Social Justice, and Multicultural Education, the Equity Action Council, the Multicultural Center, classes like Creative Minds and Cultural Anthropology, and multiple campus departments and divisions including Creative Arts, African American Studies, Social Science and Humanities, Language Arts, and the California History Center. The ongoing initiative to address the equity gap for African ancestry, Latino/a, and Filipino students included outreach to students in the Black Leadership Collective (BLC), Puente, LEAD, and other historically marginalized groups on campus. Creating a broader systemic support network for our African ancestry, Filipino, and Latina/o students includes hiring, enrollment, and participation in projects, events, and programs. Examples include 1st Thursdays, Visiting Artist presentations and workshops, student employees, interns, and volunteers. Helping to close the student equity gap is key to all the museum does. The museum director and collaborating faculty were awarded the Innovation of the Year award for the Foothill-ý District this year for creating the Art & Social Justice Institute and collaboration student art installations addressing social change issues.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.(leave blank)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?A stated goal was to be a resource for Visual Equity across campus in addition to exhibitions in the museum. Visual equity means displaying imagery and art that reflects our diverse and underserved communities and highlights social justice issues. Framed prints and original art has been installed and will be installed this quarter throughout the Multicultural Center, the Outreach Office, the Kirsch Center, and more. Temporary installations have been in the Main Quad, including the 2015 Remembering Civil Liberties fence installation done in partnership with the California History Center. 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.The museum accesses program level outcomes through class visits, programs, and events and depth of involvement, whether planning, speaking, organizing, reflection writing assignments, community service, and /or special projects aligned with exhibitions. 100% 0f PLO's assessed.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.Cumulative assessment of student learning takes place through the production and display of student projects, individual and collaborative. 100% of SLO's accessed.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. Five years ago the Executive Director position that the college had funded for over 30 years was eliminated. The college covers two months of the one staff persons eleven month position and does not provide a B budget. Funding for everything else is raised by that staff person in addition to directing, curating, and teaching. The lack of a dedicated faculty position negatively impacts the museums ability to serve students and expand programming.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 (leave blank)V.C1Faculty Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyReplace due to vacancy (Executive Director position)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.A faculty position to replace the vacancy that occurred five years ago when the Executive Director position was eliminated is very much needed for the sustainability of the museum and campus-wide programs. The museum is a very unique multicultural teaching resource across the curriculum and the core of the Museum Studies Skills certificate. It is a model and a center for civic engagement through the arts with collaborative, participatory art projects that serve the entire campus. The museum is a vital part of our students educational experience where they can learn a wide variety of skills including technical, advanced writing and editing, critical and creative thinking, expression, communication, and public speaking. They gain exhibition design/production and curatorial experience and learn about professional portfolio presentation. Museum exhibitions, programs and curriculum reflect and model all of the Institutional Core Competencies including increasing civic capacity for equity, social justice and environmental sustainability. Students, faculty, and staff participate from across subject areas with an estimated 30% from Creative Arts, 25% from Language Arts, 20% from Social Science & Humanities, 15% from Intercultural/International Studies and Environmental Studies, and 5% from other divisions. This faculty position would serve many divisions in addition to Creative Arts and connect with numerous programs that focus on underrepresented students. Comparable community colleges such as Cabrillo College and Ohlone College with vibrant art programs have faculty positions for their on campus galleries. The museum serves students in so many capacities and it is absolutely imperative that it have a faculty position to maintain the rigorous standards, excellent reputation, and multicultural pedagogy that it is known for.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.V.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.V.E.1Equipment RequestsA drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested Over $1,000V.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 . . . ) LED spot and flood lights for museum track lighting system Replacement plexiglass tops for 8 display pedestals New pedestals for museum displays 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 The museums plexiglass tops and pedestals are over 25 years old and show the wear and tear. The accumulated scratches and wear detracts from the viewing experience and the professionalism of presentation.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.The museums track lighting system currently uses incandescent bulbs which have a short life span and are not energy efficient. We need to convert the system to energy efficient LED museum lighting.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? V.G.Equity Planning and SupportHas this work generated any need for resources? If, so what is your request?Since the Euphrat has just one full time staff position and that staff person has to raise 82% of her salary plus all other museum and program expenses in addition to directing the museum and the Arts & Schools outreach program, these major responsibilities challenge and stretch to the limit what she is able to accomplish and add to the equity initiatives. An equity office intern dedicated to collaborative Euphrat/equity programming and events would be a great asset.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.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?The Euphrat has not received requested positions or resources over the past five years.Submitted by: APRU writers name, email address, phone ext.Diana Argabrite,  HYPERLINK "mailto:argabritediana@fhda.edu" argabritediana@fhda.edu, x5464 Last Updated:Give date of latest update (Set next box to YES when done and ready for Dean review).4/18/16 - Yes     ý College Comprehensive Program Review IPBT Approved 11/24/2015 PAGE  PAGE 1  TIME \@ "MMMM d, yyyy" April 27, 2016 ý College Annual Program Review Update-revised 4-14-12 Spring 2012    L 5 : Z [ \ h ν߬߬߬߬߬߬߬߬߬߬ߚ߉ߚv߽e h8?XhhSCJOJQJ^JaJ$h;hhS0JCJOJQJ^JaJ h(hhSCJOJQJ^JaJ#jhhSCJOJQJU^JaJ h5cjhhSCJOJQJ^JaJ hVF0hhSCJOJQJ^JaJ hdhhSCJOJQJ^JaJhhSCJOJQJ^JaJ#hPxhhS5CJOJQJ^JaJ'  > r     d$& #$/Ifb$gdhS 8dgdhS 8dgdhS dgdhS         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