ࡱ> ?B<=> bjbj?? 7UUΆA  8$(<lp4"#p<<<<<<<,?3BH0<$$$0<)4E<)))$`<)$<))$7|x8WC~(N7;[<0<7{B){B$x8)x8&8P$$$0<0<)$$$<{B$$$$$$$$$ :   The mission of the ESL Department is to provide immigrant, international, and other students whose first language is not English with a strong foundation in English language skills, critical thinking, information literacy, and multicultural understanding that will promote their success and enhance their lives academically, professionally, socially, and personally. 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: sp20cpr_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 DescriptionI.A.1 Department Name: (LA) English As a Second LanguageI.A.2Program 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) Our Program Learning Outcomes are: 1. Orally communicate effectively and comfortably with native speakers in academic and social settings. 2. Produce standard academic writing at the college-entry level. 3. Demonstrate comprehension and analytical reading skills. 4. Listen effectively in a variety of academic, personal and vocational situations. In accordance with the Colleges Institutional Core Competencies (ICC), the mission of the ESL Department is to provide immigrant, international, and other students whose first language is not English with a strong foundation in English language skills, critical thinking, information literacy, and multicultural understanding that will promote their success and enhance their lives academically, professionally, socially, and personally.I.A.3What is the Primary Focus of Your Program?Select Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/ABasic SkillsI.A.4Choose a Secondary Focus of Your Program.Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/ATransferI.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.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 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 .26.9I.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.Full-time faculty: 31% (-0.3%) Part-time faculty: 61% (-4.1%)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 Over the past three years, enrollment in the ESL Department has had a steady growth of 7.6% with an increase of 474 students. The growth demonstrates the ongoing demand for ESL classes and the effectiveness of our program in serving the various needs of our students from basic skills and personal enrichment to degree completion and transfer.II.B.2Overall Success Rate What significant changes in student success rates have you seen in the last three years?Overall, student success rates have gone up significantly across the board in the last three years. Using the first and the last of the three-year period for comparison, the course success rate went up from 78% to 82%; the success rate for targeted groups rose from 72% to 77%; not-targeted groups from 79% to 83%. Success rates by ethnicity (multiple year-data) also increased: African American: 65% to 73%; Asian: 79% to 82%; Filipino: 73% to 80%; Latino: 75% to 79%; Pacific Islander: 50% to 82%. When comparing success rates by gender, there is still a gap between female and male students, with female student success rate at 86% and male students at 78%. This most recent data, however, represents an improvement from that of the previous three-year cycle (2010-2013), which was 82% for female students and 73% for male students.II.B.3Plan if Success Rate of Program is Below 60% In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf If course success rates in your program fall below 60%, what are the departments plans to bring course success rates up to this level? Leave blank if N/A.Not applicable to our program. Course success rate 2014-2015 was 82%.II.C.4Changes 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 response to State Accreditation requirements, the program has created SLOs for each of our 17 courses and implemented SLO assessments (SLOAC) as required. We have completed 100% of our SLOs for this second cycle of course assessment. Department meetings and SLOAC activities have led to many fruitful ideas. There are norming sessions for different levels of writing and reading classes to help faculty adhere to standards and requirements stated on the course outlines. In addition, faculty members who are teaching the same course meet informally to share ideas and materials that have worked for their classes. ESL 251 and 253 support workshops that we developed from Title III funds continue quarterly to help students reinforce their basic skills. In Fall 2015, the Department hosted a biannual meeting for ALLIES (Alliance for Language Learners Integration, Education, and Success) on campus, marking our first significant effort in connecting our program with the immigrant communities in Santa Clara and San Mateo Counties. Funded and mandated by the States Adult Education Block Grant (AEBG), the North Santa Clara County Student Transition Consortium, an ALLIES partner in our region, has requested both ESL departments at Foothill and ý to be partners in creating linkages and pathways for language learners to transition from adult schools to the community college. A few of our faculty members have joined the Consortiums different work groups in articulation, curriculum development, and student services. However, we will need more ESL faculty to be involved in the collaboration and to lead the effort. 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 )Between 2012-13 and 2014-15, the enrollment data for African Americans and Filipinos remained constant, but there was a 2% drop for Latino students. By nature of our program, the ESL Department serves students whose native language is not English; thus African Americans in our program are Africans, not African Americans whose first language is English. Filipino students who may have a more fluent command of English also do not have much need for our program. Thus, these two groups are small in our program at 2% and 1% respectively, compared to students from non-English speaking countries in Asia and the Middle East. Currently, Latino students constitute 4% of our program. We still have to determine why there was a 2% drop for this group. The ESL Department plays an integral role in the Colleges mission to address student diversity and equity. The program offers courses to over 25 ethnically diverse student populations. The department offers 17 courses to serve the Colleges many non-native, underserved/under-represented students as well as international students. Many students start with ESL to build their foundation in English language skills. For these students, the ESL department is the gateway to other college courses. They progress to certificate, workforce readiness, GE, major, and transfer programs. Without ESL, student success in these courses and programs would be significantly impacted. These courses and programs would also experience higher attrition rates. The overall course success was 82% and the targeted group success was 77%. Both success rates represent a 4% increase from our last program review. Our overall success rate was higher than the Colleges by 6%, and our targeted group success rate was higher than the Colleges by 9%. In addition, the ESL Program is essential to the success of our huge immigrant population in GE and transfer courses. Our department serves as a pathway to literacy, economic stability and mobilization, transfer, personal enrichment, integration into communities, and civic engagement.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 To close the student equity gap, we continued to have formal and informal discussion on course standards, assessment methods, and curriculum development. We finished assessing all 48 SLOs for our courses for the second assessment cycle. Faculty came together in department meetings, small groups, and on the departments listserv to discuss concerns and observations from the assessments to better serve our targeted populations. In Spring 2014, the department replaced the use of the portfolio as the sole measure to pass or fail ESL 263, in favor of multiple measurements that involve different aspects of student work. This curricula change became effective in Fall 2015. We have worked closely with the integrated instructional support programs, such as the Listening and Speaking Center, the Writing and Reading Center, the Cross Cultural Partners Program, the ESL computer Lab, and the LinC Program. We have provided a variety of ways to deliver instruction, including offering more sections of an advanced hybrid reading course, creating a new hybrid transfer-level writing class, and using language learning online platforms to enhance instruction. We collaborated with Child Development to offer two courses: ESL 280 and ESL 254 to equip Child Development students with adequate language skills to succeed in their major. Even though the courses were not offered at the end owing to enrollment issues, the two departments have been in dialogue for future collaboration. With proposed full-time hires, we are optimistic that we can achieve equity and student success within the department. We also seek to achieve gender balance, ethnic and LGBTQ equity, and cultural diversity. By working closely with the Assessment Center, we have improved the accuracy of placement so that students are properly placed. We will continue to use placement test readers, who play a key role in the success of the placement process. In addition, we are well informed about upcoming changes regarding the States Common Assessment Initiative (CAI) in developing a portable placement test for students. Joining forces with the English and Reading Departments, we have stated our position in a recent resolution passed in the Academic Senate that discipline faculty should play a primary role in determining how students are assessed and placed.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.Not applicable to our program. Course success by targeted groups in 2014-15 was 77%.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?The department did not have a 2014-15 Equity plan in place because the faculty was not informed of such a need. Despite this fact, the department began to analyze student success data starting with the departmental retreat in Spring 15. For the 2106 winter retreat, we invited two outside programs, ISP (International Student Services) and DSS (Disability Support Services) to help faculty better understand our international student population and to raise disability awareness in the classroom. Also, for the first time, a student panel was included for students to give direct feedback to our program and instruction. Faculty also attended technology training on creating student-centered syllabi and learning other technology-enhanced pedagogy. In the spirit of collaboration fostered in retreats and department meetings, faculty members teaching a certain course meet up voluntarily to share teaching ideas and class materials. Norming sessions are being held to help both new and veteran faculty adhere to course standards. New hires can now access resource faculty for their respective classes as soon as they get their assignments. The resource faculty helps the new faculty with syllabi, text selection, and course standards, and, in general, serves as the department ambassador to assist them to get acclimated to ý. All in all, there is camaraderie and energy among faculty to learn from each other and become better instructors to promote student success. Lastly, the department is looking at equity-plan models from other departments and has invited Veronica Neal (Equity Office) to a department meeting to help faculty formulate a departmental 2015-16 Equity Plan.  Assessment CycleIV.APLOAC SummaryGive the percentage of Program Level Outcome statements assessed to date. Run Ad Hoc report entitled XXX PLOAC Work and scroll to the bottom of the report for counts. Then calculate #Reflections & Analysis/#PLO statement times 100. This percentage may be over 100% or 0%. All program level outcomes are to be assessed for a minimum of a second time before the Comprehensive Program Review in Spring 2019.All Program Level Outcomes were assessed at 100% for Cycle 1. For Cycle 2: At 25% with the Reading PLO assessed in Fall 2015. The department plans to assess each of the remaining three program learning outcomes yearly over the next three years.IV.BSLOAC SummaryGive the percentage of Student Level Outcome statements assessed to date. Run Ad Hoc report titled XXX SLOAC work- Active Only and scroll to the bottom of the report for counts. Then calculate #(Reflections & Analysis + #Archived from ECMS) /#SLO statement times 100. (N.B. Number of SLOs assessed and archived from ECMS is the last item in Department -> General Information page.) This percentage may be over 100% or 0%. All course level outcomes are to be assessed for a minimum of a second time before the Comprehensive Program Review in Spring 2019.SLOAC: 48/48 (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. As a program, our productivity in the past three years went up by 3.6%. Between 2012-13 and 2013-14, we served an additional 170 students with the same number of sections (252). In 2014-2015, we added six sections (258) but served an additional total of 304 students. On average, we offer 75 sections per regular quarter and have approximately 220 total students on the wait lists for several levels of our writing classes. Owing to the Colleges budget constraints, we are not able to offer enough sections to meet student demands. To add a new section to a class with long wait lists, we have to cancel another section. Our inability to meet student demands is further compounded by our shortage of full-time faculty. We simply do not have enough instructors for the needed sections. 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 The program has had a growth of 7.6% over the past three years. To be able to serve our students, we will need full- time positions and enough sections to meet demand. Otherwise, our students will have to go elsewhere when they cant take the classes they need to complete their educational plans on time. V.C1Faculty Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyGrowthV.C.2Justification for Faculty Position(s):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 that support this need. If not, provide other data to support this need.(Four FT faculty positions: three replacements and one growth.) The ESL Department has had three retirements and two resignations. So far, we have only been given two replacements. The shortage of full-time faculty has constrained the department in important aspects of student success. For the 2011-2012 year, the ESL Departments full and part-time faculty load was 31% (FT) versus 61% (PT), far below the 75% standard for full-time load in California community colleges. Our full-time to part-time faculty ratio has also taken a downward trend from our last program review, which was 36% (FT) to 60% (PT) for 2012-2013. Because of a faculty shortage, FT faculty members are overburdened with an unreasonable workload, given the fact that the department offers nine levels of classes from basic skills to transfer and a total of 17 different courses. The shortage of faculty to do the needed work threatens our ability to norm courses, to address concerns and equity issues raised in course assessments (SLOAC), and to provide mentorship for new part-time faculty, all of which are critical to the quality of instruction and student success. Our reliance on the part-time teaching force also causes undue stress and delay in scheduling. State laws require that adjunct faculty cannot teach over 60% of a full load. For Spring 16, we had over ten unfilled sections and could only firm the schedule a few days before the spring quarter started. The need to find a large number of qualified part-time instructors in a short time adds stress to the department and affects the quality of instruction as new hires are only given a few days notice to get their books and syllabi ready. More full-time positions will mitigate the situation. In response to state initiatives, the department will also be partnering with local adult schools to forge pathways for immigrant language learners to transition from adult education to our course offerings in the College. Well need full- time faculty to participate and lead efforts in articulation, alignment, and curriculum development. Over the past three years, our enrollment has shown a 7.6% growth with an addition of 474 students to our program. New faculty positions are urgently needed to meet the growth in both immigrant and international student enrollment. These positions are vital to ensure professional standards, deliver sound pedagogy, and meet the Colleges ICC. With new full-time hires, the department will have the capacity to (1) work collaboratively with other disciplines; (2) create innovative delivery formats (hybrid and online) for the curriculum; (3) include into our course offerings the College's vision of equity, social justice, and multicultural education; and (4) contribute to the department, the College, and the local communities.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):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 $1,000.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 . . . )Request ESL language-learning platform: Pronunciation Power: $6000 Request all ESL classrooms in L-Quad (L31-36) and ATC103 to have white boards on all three walls, HDMI connectors for laptops, and high chairs for computer stations. In addition, adjustable lecterns for L33, L34, & S71; and teachers desks in L28 and L34.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 ESL language-learning online platform enhances the processes and efficiency of teaching and learning. It helps address student equity as audio and visual presentations of the subject matter appeal to different learning styles. The classroom equipment reduces health hazards for instructors: allergy problems caused by white chalk and back-pain issues if instructors do not have the proper seating support when using the computer. 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.Request dual light switches all ESL classrooms in L-Quad (L31-36).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? Dual light switches will enable students to see both the screen and their books at the same time for effective instruction. Currently, the classrooms become pitch-dark after lights are turned off to show the screen.V.G.Equity Planning and SupportHas this work generated any need for resources? If, so what is your request?We'll need stipends of $150 for adjunct faculty to fully participate in departmental equity planning/implementation.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 AugmentationHow much? Who/what could be supported if this additional funding was awarded? What would the impact be on the program with or without 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 http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf State the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input 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.Material Fees for the ESL Department: 20 pages x number of students per class (27) x number of sections (258) x 7 cents (.07) per copy = 20 x 27 x 258 x .07= $9,752.40. 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 The department needs stipends for adjunct faculty to assist in curriculum development, attend norming sessions, and participate in equity-plan discussion/implementaton. A $150 compensation for adjunct faculty for each of the tasks they do above.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 our most recent SLOAC for ESL 262, when asked why some students were not successful in the course, 75% of the participating instructors said that their students lacked critical thinking and analytical skills and 50% replied that their overall language skills were below the 262 level. Another 37.5% reported that the students were not engaged in the reading materials. The data shows that the faculty, both full-time and part-time, needs to get together at regular intervals to work on norming, curriculum development, and articulation between levels to address areas that fall short of our student learning outcomes. Part-time faculty involvement is particularly essential as the department works to formulate and implement an equity plan for the coming year. Adjunct faculty makes up 61% of the departments teaching workforce. Their participation and involvement is crucial to student success, the quality of our instruction, and growth of the program. Thus, we need to have stipends in place to enable our adjunct faculty to become active participants in all departmental initiatives and undertakings.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?With the added resources, we can be better prepared to serve the targeted populations and to promote student success. We will meet the College's requirements to address ýs vision of equity, social justice, and multicultural education.Submitted by: APRU writers name, email address, phone ext.Clara Lam with input from Marcy Betlach, Pati Carobus, Kathy Flores, MaryAnne Ifft, Maria Marin, Valerie Ormeno, Iva Tracey, Linda Yee, and Letty Wong. Email:  HYPERLINK "mailto:lamclara@fhda.edu" lamclara@fhda.edu; phone: X-8997Last Updated:Give date of latest update (Set next box to YES when done and ready for Dean review).4/17/2016     ý College Comprehensive Program Review IPBT Approved 11/24/2015 PAGE  PAGE 1  TIME \@ "MMMM d, yyyy" April 28, 2016 ý College Annual Program Review Update-revised 4-14-12 Spring 2012 o { ~ ; @ F _ g l n y       ͼ͉{{m{__N_N_ h5cjh(CJOJQJ^JaJh(CJOJQJ^JaJhffCJOJQJ^JaJhPxCJOJQJ^JaJ h5cjhm CJOJQJ^JaJ hVF0hm CJOJQJ^JaJ hdhPxCJOJQJ^JaJ hdhm CJOJQJ^JaJhm CJOJQJ^JaJ#hPxhPx5CJOJQJ^JaJ#h}'ch}'c5CJOJQJ^JaJr s 01tud$& #$/Ifb$gd<#d$& #$/Ifb$gd0 8dgd 8dgd dgdm  # 7 H I W X Z [ o $ % ' 4 5 H ´´Уm[Mhm CJOJQJ^JaJ#jhm CJOJQJU^JaJ$h;h(0JCJOJQJ^JaJ h(h(CJOJQJ^JaJ#jh(CJOJQJU^JaJ hVF0hm CJOJQJ^JaJhdCJOJQJ^JaJh/CJOJQJ^JaJ h5cjhm CJOJQJ^JaJh(CJOJQJ^JaJ h5cjh(CJOJQJ^JaJH Z \ ] ` n o p q r s ~  19stϿϛn]n]n]n]n]nnL hjhm CJOJQJ^JaJ hhCJOJQJ^JaJ hhm CJOJQJ^JaJhCJOJQJ^JaJhPxCJOJQJ^JaJ hVF0hm CJOJQJ^JaJ$h hm 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