ࡱ>  ibjbjaa 7~P`? zzzzz8r >6l4RD!!X=======,VADP=zH"H"H"=H$zz4=H$H$H$H"zz=H$H"=H$H$Y9=;@e0}#B:==0 >):XDH$XD0=;H$=;&zc; H"H"H"==H$H"H"H" >XDH"H"H"H"H"H"H"H"H" @:   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: International/Global Studies (INTL)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) Global Studies students will integrate information about the environment, cultures, histories, politics, arts, and economics of people around the world and develop the capacity to articulate their interdependence and interconnectedness. Grounded in a framework of cultural humility and appreciative inquiry, students will demonstrate cultural competence through the ability to interact effectively in international and multicultural settings based on an integrated understanding of global issues and perspectives. I.A.1What is the Primary Focus of Your Program?Transfer.I.A.2Choose a Secondary Focus of Your Program.Personal enrichment through greater global awareness and/or personal empowerment though a greater understanding, appreciation of our own sociocultural experiences and perspective in relation to those of others in relation to different sociocultural and geopolitical contexts.I.B.1# Certificates of Achievement Awarded0I.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.0I.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.0I.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 programFor 2014-2015, two (2) AA degrees in Global Studies were awarded.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.N/AI.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.N/AI.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 ..5 FTEFI.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 programI.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. 0I.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 Enrollments: 1,052 (2012-13); 954 (2013-14); 950 (2014-15) This decline in enrollment was parallel with the Colleges significant decline in enrollment in AY 2013-2014. As you can see, there was only a very small drop in overall enrollments from 2013-14 to 2014-15 of 4 students. II.B.1Overall Success Rate What significant changes in student success rates have you seen in the last three years?There has been a small, but steady increase in overall Success Rates from 78% in 2012-2013, to 79% in 2013-2014, then 80% in 2014-2015. 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.Success Rates by Ethnicity: Filipin@, 71%; Latin@, 66%; and African 53%. 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 )All targeted populations took a drop in enrollment in 2013-24, but then recovered slightly in 2014-2015.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 INTL has made progress in the follows in relation to our 2014-2015 CPR plan to address the equity gap (aka, Equity Plan): Our Division has established a pattern of two to three division meetings per quarter to support connection and collaboration among faculty, and also a once a quarter mini-retreat for FT faculty, of which INTL has only one, and only at .5 FTEF. We plan to use this meeting structure look more closely at Equity gaps and how to better support our Targeted students. 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. We will use the information this tool affords us to examine and reflect on during our structured meeting time with a specific focus on better reaching out to and serving our African ancestry students. 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. Through division-wide emails and at repeated division-wide meetings, there has been a concerted effort have all INTL 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. 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.Same as above.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? INTL/Global Studies has made progress in relation to our 2014-2015 CPR plan to address the equity gap as follows: Our Division has established a pattern of two to three division meetings per quarter to support connection and collaboration among faculty, and also a once a quarter mini-retreat for FT faculty, of which INTL has only one, and only at .5 FTEF. We plan to use this meeting structure look more closely at Equity gaps and how to better support our Targeted students. 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. We will use the information this tool affords us to examine and reflect on during our structured meeting time with a specific focus on better reaching out to and serving our African ancestry students. The recruitment and hiring of a FT instructor in INTL. with strong academic backgrounds in their content area, but also with strong skills in scaffolding student learning of academic reading and writing. We need an instructor who will lead in this department in student success data analysis, conduct PT faculty evaluations, coaching, and coordinate professional development activities. 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. 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. There has been a concerted effort have all INTL/Global Studies 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.  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.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. NAV.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 NAV.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. The recruitment and hiring of a FT instructor in INTL. with strong academic backgrounds in their content area, but also with strong skills in scaffolding student learning of academic reading and writing. We need an instructor who will lead in this department in student success data analysis, conduct PT faculty evaluations, coaching, and coordinate professional development activities. Ideally this instructor would have the academic background to develop our planned Peace and Conflict Studies (PACS) program, as well as assist the division in various other roles that are needed beyond the classroom. 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.NAV.E.1Equipment RequestsA drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested Under $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: Four sets of 50 iClickers for each of five FT instructors and an additional set for adjunct check out (total: 200) for in-classroom use, to technologically engage students individual and group 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.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?Yes, additional funding to pay stipends to the 95% of faculty in this area who are part time and need a monetary incentive to compensate them for their additional time and energy to do PLOAC/SLOAC work in conjunction with implementing our Equity PlanV.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. B-Budget augmentation or other funding to compensate adjunct faculty for SLOAC/PLOAC related work, especially that correlating with our Equity Plan process. B-Budget augmentation or other funding to compensate adjunct faculty for participating professional development related to department specific needs (as with Spanish Language online lab component use) and/or equity-focused professional development. 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. 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