ࡱ>   5sbjbjaa 7i? 8(FpZ4JH!!LnFpFpFpFpFpFpF,gJMPF("JJ("("F$4F$$$("6nF$("nF$$Rh@Bm^#Z\AZFF0FzAbiM$iM<B$Bb>C("("("FF$("("("FiM("("("("("("("("(" :   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: Intercultural Studies (ICS)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 Intercultural Studies Department offers an interdisciplinary major leading to an A.A. degree or transfer in Intercultural Studies. This major represents the joint commitment of the African American, Asian Pacific American, Chicana/o, Native American and Intercultural Studies programs, and provides a core curriculum whose educational objectives include the following: Develop a methodology emphasizing comparative analyses of the history and contemporary issues and positions of Third World peoples; Develop research capabilities that will allow students to compile and analyze information from a Third World perspective; Teach ethnicity theory, race relations theory, feminist theory, cross-cultural communications theory and explore multidimensional issues of racism, institutions and power. The major also examines the need for shared pluralism and provides expertise in areas that will allow students to pursue professional training so that they may provide services to historically marginalized communities of color and effect positive social change.I.A.1What is the Primary Focus of Your Program?Transfer.I.A.2Choose a Secondary Focus of Your Program.Personal enrichment through greater multicultural awareness and/or personal empowerment though a greater understanding, appreciation, and connection with ones own cultural history.I.B.1# Certificates of Achievement Awarded0I.B.2# Certificates of Achievement-Advanced Awarded:0I.B.3# ADTs (Associates Degrees for Transfer) Awarded0I.B.4# AA and/or AS Degrees Awarded:0I.C.1 CTE Programs: Impact of External TrendsN/ANAI.C.2CTE Programs: Advisory Board Input: N/ANAI.D.1Academic Services and Learning Resources: # Faculty Served N/ANAI.D.2Academic Services and Learning Resources: # Students ServedN/ANAI.D.3Academic Services and Learning Resources: # Staff Served N/AI.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 .11.5 FTEF 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 TeachingFor the 2014-2015 year Compare 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.Full Time: 49% (2012-2013); 36% (2013-2014); 37% (2014-2015) Part Time: 33% (2012-2013); 48% (2013-2014); 50% (2014-2015) 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. 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.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 There was the following decline in enrollment: 5,414 (2012-13); 5,214 (2013-14); 4,815 (2014-15). This can be understood by seeing the corresponding reductions in sections offered (with established seat counts of 45) due to budget reductions: 233 (2012-13); 215 (2013-14); 213 (2014-15). II.B.1Overall Success Rate What significant changes in student success rates have you seen in the last three years?Within ICS departments in aggregate, there was a an increase and stabilization of Success Rates, as follows: 70% (2012-13); 73% (2013-14); 73% (2014-15). 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 )The following are the enrollment trends for our Targeted Student groups: African ancestry: 495 (2012-13); 417 (2013-14); 368 (2014-15) Latin@s: 1,505 (2012-13); 1,630 (2013-14); 1,545 (2014-15) Filipin@s: 351 (2012-13); 344 (2013-14); 393 (2014-15) These data indicate a steady decline in our African ancestry students (that mirrors this populations decline across the College), and an overall increase in our Latin@ and Filipin@ populations. 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  ICS has made progress in the follows in relation to our 2014-2015 CPR plan to address the equity gap (aka, Equity Plan): Active recruitment and hiring of diverse faculty with the strong academic backgrounds in their respective fields. We were successful in recruiting and hiring what we expect will be a very strong FT instructor in Chican@/Latin@ Studies, who is not only an expert in the content of this field, but also has strong skills and experience scaffolding student reading and writing skills. New Mentoring Courses: Department faculty, with support of the division dean, developed and had approved through our Campus Curriculum Committee a Mentoring Course series to support the development of student Mentors that appear to be a critical part of the success of some of our campus cohort programs, such as LEAD!. These courses will help expand the number and effectiveness of student Mentor support of our Targeted populations. We have added two specific classes that address issues impacting our targeted student groups Black Feminism and La Mujer. This year, we will be submitting a class on Asian American Womens experience. The roll-out of selected courses using the structure of the S designation, Service-Learning option, and the requisite service-learning hours to structurally provide Social/Emotional support groups for students. We anticipate that this support structure will improve both the retention and success of our Targeted populations in particular. Our Division has advocated for more sensitive and timely tools (beyond the Data Sheets) to assess our success, particularly for our Targeted Student populations, that we can use to drive instructional improvements in a formative way. We are gratified and appreciative that beginning in Fall 2016 we will have the Inquiry Tool as institutional support in accessing meaningful information in real time to enable us to be more responsive to student needs. There has been a concerted effort have all ICS courses renovate their respective syllabi to provide students with a more user-friendly formatting and more important, relevant content, including: FHDA email addresses; clear office hours and location; Final Exam dates and times; Student Learning Outcomes; Statements of Inclusion; and on-campus resources. We have also offered numerous workshops and retreats for both faculty and student leaders to learn more about how to address the equity gap among our targeted 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.Our overall ICS Success Rates for the 2014-2015 were 63% for African ancestry students, 67% for our Latin@ students, and 75% for Filipin@ students. So while these rates are above the institutional minimum standard overall, we want to continue drilling down on the success rates at the classroom level as the basis for targeting areas for improvement as well as corresponding areas of best practices to share among our faculty. 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?ICS has made progress in relation to our 2014-2015 Equity Plan: Please refer to III. B above. Additionally, the following plans are in progress: This year ICS Full-Time Faculty, along with those in INTL and the World Languages, have piloted once-a-quarter, half-day mini-retreats to discuss departmental and division-wide issues in greater depth, and closing the Equity Gap has been a consistent topic of focus. We intend to incorporate data from the Inquiry Tool available in Fall of 2016 to engage in a cycle of inquiry toward Targeted Student success. We need to replace our retired Native American Studies position into a combined Latin@s and Indigenous People of the Americas Department to reflect the growing convergence of these disciplines in the field. We need a full time faculty position that will address both our growing Latin@ population and also the Indigenous/Native American Studies area, especially given that our Native American student population has been in decline with the virtual and actually loss of our FT Native American Studies instructor. We will also continue to expand the student-mentor led Familia model of small group academic and social support in these classes. We will continue to monitor the results of using S designated courses using the requisite out-of-class service learning hours to create social/emotional support groups for students, and will expand this to other course sections where the success data shows these were effective. Commensurate with what will be piloted next year in our Spanish Language department by a faculty member who teaches in both Spanish and ICS, we will look at how we can employ and deploy student Mentor/Tutors to work directly with Targeted students identified early each quarter who were not successful on their first quiz/exam. These Mentor/Tutors will work with students individually and in small groups to both provide course content tutoring, and also connect students to on-campus resources (such as the Student Success Center and SmarThinking).  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.Our PLOs have all been assessed, however these assessments have not yet been entered into the TracDat. Note that in ICS, our largest area of course offerings, weve had limited capacity to conduct this work due to shortage of available FT instructors; that is, out of what were six FT positions, two have been vacant due to retirements, two were in the restricted Tenure Review process, one is only a .5 FTEF in ICS, and another has been on extended leave all of this academic year. Our division has now contracted an adjunct instructor to serve as our Division PLO/SLO Liaison to provide technical assistance in the gathering and uploading of data into TracDat. 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 2019.100%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. Earlier district-wide budget cuts significantly reduced the number of course offerings in ICS.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 Reductions in course sections necessarily had a detrimental impact on our enrollments. We are hoping that an improved budget climate in the State will allow us to reinstate our 2010 course offering levels wherever enrollment trends warrant this.V.C1Faculty Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyReplacement and Growth.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. Latin@/Native American Studies Instructor. We need to replace our vacancy in Native American Studies in order to reconfigure our Latin@ Studies and Native American Studies departments into a comprehensive Latin@ Studies and Indigenous Peoples of the Americas department. This critical position will both help serve our ever growing Latin@ student population, and also help stem the decline in Native American student enrollment Womens Studies Instructor. Currently, we have .5 full-time employee in WMST, and the person in this position, along with the ICS Division Dean, is responsible for all functions of the department. We have added four new, and very popular classes this past year, and two more are being proposed for 2017-2018. With the continuing growth in student interest, retention and success in our WMST classes, it is necessary to hire one full time instructor to take on the full-time role of Chair and faculty member in this department. Asian American/Asian Studies Instructor: There is an urgent and strategic need for a full-time position for the Asian & Asian American Studies Department. In 2014, Asian Americans and Pacific Islanders were the largest non-white demographic group in Santa Clara County with 661,224 residents or 35% of the population. At ý College, APIs make up by far the largest group of students. In 2013, API students were 48%, Latino students 22%, white students 20%, and African American students 5%. However, in the IIS Division, classes in the Asian and Asian American Studies Department are taught by only one full-time faculty as part of load and several part-time faculty. A full-time position in Asian American Studies will strategically meet student needs such as: Addressing Equity Goals and Targeted Student Needs: A majority of ýs API students are not from surrounding affluent cities, but from the lower-income communities of east San Jose/east Palo Alto/Milpitas area. For instance, among targeted Filipino American and Pacific Islander students in 2010, those who met UC/CSU requirements upon high school graduation in Santa Clara County were only 35% and 30% respectively. Since the majority of ý API students are Southeast Asian and Filipino American, it will be strategic for ý College to hire a full-time faculty trained to address the academic needs and challenges of these targeted students. The Development of Asian American Studies Department: The Asian American Studies Department has been increasingly infusing the APALI model into courses to increase student success, engagement, and enrollment. For almost two decades, the Asian Pacific American Leadership Institutes innovative learning model has been successfully developed in summer Asian American Studies classes with key features such as: student engagement, community experience, peer mentoring/counseling, leadership development, political/public policy awareness, alumni involvement, small group/project-based/online learning, and building a caring community. It will be strategic for ý to hire a full-time faculty capable of helping to develop the successful APALI approach in the Asian American Studies Department. The Development of Asian Studies as part of Asian American Studies Department: With the increasing importance of Asia in the economy of the Silicon Valley/Bay Area region, it will be strategic for ý to hire a full-time faculty to teach its History of Asian Civilization series and other Asian Studies courses. This full-time faculty member may be an Asian American Studies specialist who also has background to teach Asian Studies. 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.None Needed Unless VacancyV.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.NA 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 . . . )New, technology related, instructional equipment: A set of 50 clickers for each of five FT instructors and an additional set for adjunct check out (total: 300) for in-classroom use, to foster individual student participation. 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 This equipment will be used by students during class to promote DACs Institutional Core Competencies of information literacy and communication & expression, and Global, cultural, social and environmental awareness; and Critical thinking through direct, in class interaction with others in responding to survey questions, making predictions, and otherwise engaging actively with course content. 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.None.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?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?Submitted by: APRU writers name, email address, phone ext.Compiled and submitted by Edmundo Norte,  HYPERLINK "mailto:norteedmundo@fhda.edu" norteedmundo@fhda.edu, ext. 8443, with input from Marc Coronado,  HYPERLINK "mailto:coronadomarc@fhda.edu" coronadomarc@fhda.edu, Michael Chang,  HYPERLINK "mailto:changmichael@fhda.edu" changmichael@fhda.edu, and Ruben Abrica-Carrasco, abricacarrascoruben@fhda.edu.Last Updated:Give date of latest update (Set next box to YES when done and ready for Dean review).     ý College Comprehensive Program Review IPBT Approved 11/24/2015 PAGE  PAGE 10  TIME \@ "MMMM d, yyyy" May 2, 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 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