ࡱ>    `bjbj?? 7rUUB zzzzz8<%;4!!p:::::::,>@H:z\"\"\":%zz4:%%%\"zz:%\":%%F8:Ҡ#8::0%;9A%A,:%:Jz\:,\"\"\"::%\"\"\"%;A\"\"\"\"\"\"\"\"\" @:   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: sp2016apru_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: 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 English department at ý College offers students the opportunity to study language, literature, creative writing, basic skills writing and transfer-level composition while deepening critical thinking, research, communication skills and aesthetic awareness. In connection with campus-wide programs such as LinC, Puente, First Year Experience and Sankofa the English department continues to assess, improve and devise new strategies to assist all students, but particularly underrepresented and academically at risk groups, in developing the written communication and analytical skills needed to achieve their academic, professional and personal goals. Our Program Learning Outcome is: Students demonstrate critical thinking, reading, research, and writing skills in order to effectively analyze texts from myriad disciplines and cultural perspectives. Our Program Learning Outcomes relate to our college Institutional Core Competencies as success in achieving those outcomes lead to development of students' writing, reading, and critical thinking skills, which in turn help them achieve our Institutional Core Competencies.I.A.1What is the Primary Focus of Your Program?Select Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/ABasic SkillsI.A.2Choose 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.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 program21I.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 .59.8I.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. From 2014-2015, the % FT faculty increased 16.5% and the % PT faculty decreased 8.3%. However, as a department, we are still at only 31% FT faculty, and 58% PT faculty.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.We were able to hire 2 new FT faculty who started in Fall 2014. However, we were down 5.5 FT faculty due to retirements, reassignments, and resignations. So, we are still down 3 FT faculty. The increase has been helpful in enabling us to staff basic skills and student success programs.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 Our enrollment increased from 12,499 in 2012-13 to 12,899 in 2014-14 to 13,556 in 2014-15. The past academic year saw a 5.1% increase in enrollment. II.B.1Overall Success Rate What significant changes in student success rates have you seen in the last three years?Overall success rates have been stable over the 3 year period, between 78-79% from 2012-2015, which we know to be higher, and in some cases significantly higher, than the state reported average for California Community Colleges. In fact, we were commended by Governor jerry Brown for our basic skills course success rates in his 2016 Budget Report.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.)We developed an ADT degree, which was recently approved by the state Chancellors office. So far, we have not yet awarded any ADT degrees but we expect to in the future. In addition, our enrollment in our ELIT 21 (Women In Literature) experienced a marked decrease in enrollment in Fall 2015. This was the outcome of an internal administrative effort from the Office of Instruction to eliminate cross-listings for courses. ELIT 21 was previously cross-listed with WMST 21 for many years and usually reached the cap enrollment (before Fall 2015 the cap was 45; since Fall 2015 the cap has been raised to 50) through robust enrollments for both the ELIT and WMST listings. The first quarter that ELIT 21 was de-crosslisted, the enrollment dropped by nearly 50%. In Winter 2016 and Spring 2016, the enrollments recovered after faculty made efforts above and beyond their job duties to recruit students by visiting classes to make announcements, posting flyers, and sending mass emails to English majors and faculty colleagues. After Language Arts, Social Sciences and Humanities, and Intercultural/International Studies faculty successfully mobilized action to Academic Senate to cease and desist the un-cross listing efforts, and allow re-cross listing, administrator-instigated un-cross-listing of courses stopped, and a process for re-cross listing has been created. We are working with the chair of WMST to re-cross list ELIT 21 and WMST 21 and hope that the past patterns of this course easily filling will resume.EquityIII.AGrowth and Decline of Targeted Student Populations Briefly, address student enrollment data relative to your programs growth or decline in targeted populations: African Americans, Latinos, Filipinos. (Refer to http://deanza.fhda.edu/ir/program-review.14-15.html )Our course success in English writing for targeted populations remained stable at 71-72% over three years (2012-1015).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  In the 2013-14 Program Review, we reported: Although our equity gap remains lower than the campus average and more than achieves statewide goals for targeted groups, we feel that the loss of the lab classes that used to be attached to all basic skills classes has had a negative impact on the success of vulnerable students. We have adopted several strategies to compensate as much as possible for that substantial loss of resources and student support: 1. We have prioritized assigning full-time faculty to Basic Skills courses (46% of basic skills courses are taught by full time faculty while our writing program as a whole has only 26% full time FTEF). 2. We have developed Customized Academic Support that is imbedded in our lowest level class, EWRT 200, as a required adjunct to instructiontailoring tutorial assistance to the needs of the most vulnerable students. As a result, success in EWRT 200 is now just as strong as the higher level, EWRT 211, even though these students have greater obstacles. 3. Programs like Puente, Sankofa, FYE and the LART courses are also producing excellent results. We must hire additional faculty to maintain the strength of our basic skills success and address the equity gaps in the literature program. Student success in English also needs support through re-hiring some of the many positions that were cut from the Writing Center so that we can expand the successful model of small group tutorial instruction as a part of Basic Skills courses. We continue to prioritize staffing Basic Skills courses with FT faculty, tailoring tutorial assistance to the needs of the most vulnerable students. Some of our most outstanding and dedicated faculty teach EWRT courses for programs such as Puente, FYE, IMPACT AAPI as well as LART classes, which we offer multiple sections of at the 200 and 211 level every quarter. We hired two faculty in Fall 2014 who had prior experience teaching in student success cohort programs (FYE, IMPACT AAPI, and LEAD) and who continue to teach in those programs as FT tenure-track faculty. We also have faculty who are participating in DAREs development of a Word Jam initiative to boost student success rates in developmental pathways and provide support to students who do not have wraparound services such as those provided in Puente, FYE, and IMPACT AAPI. Overall, the goals of equity work in Language Arts are: retention and success of target populations; collegial participation that actively includes part-time faculty; creating an environment of inclusion, inspiration and possibility; inspiring open discussions about successful pedagogical methodologies within departments, the Language Arts Division and, hopefully, with other divisions; collegial discussions about exit-entry alignment; metacognitive methodologies for students and instructors for successful course, program and degree completion. We are doing a division-wide student survey in the 2016-2017 academic year and in Fall 2017 we plan to do data analysis of the survey results. That will be the foundation of more targetted equity efforts going forward as we more clearly identify student needs.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.We are NOT below 60%. Our departments EWRT success rates for targeted groups are as follows: African American: 70% Latino/a: 70% Filipino: 79% ELIT success rates: African American: 64% Latino/a: 73% Filipino: 77% However, although our success rates for targeted groups are 4-19% higher than 60%, we are always striving to improve and to do things such as continue to foster a departmental culture that strongly values cultural inclusivity and diversity in our course content for EWRT and our general education ELIT courses.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?Our Department 2014-15 Equity Plan was to assess and respond to student needs expressed in a student survey that was conducted in 2014. When we discovered that students feel the literature program does not offer enough diversity of perspectives and global awareness, we wrote and submitted new curriculum to enhance the diversity of our offerings: African American Literature and Ethnic Literature of the United States. We offered our first sections of the new African American Literature and Ethnic Literature courses this academic year (2015-16). We are working on writing a three-course World Literature sequence, another area where students expressed great interest. We have now written the first of the three-course sequence and plan to offer the course during the 2016-17 academic year.  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 2019.0%. We are in the process of and will fulfill a full assessment cycle of our PLO statement by 2017-18.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 2019.4%. We are in the process of and will fulfill a full assessment cycle of all of our course SLOs by 2017-18.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. We lost all materials fees budgets so we must replace that fund with a reliable budget allocation for this critical resource. Over the last few years, the college has replaced only about half of the English faculty who have left or retired. As with much of the campus, we could use more classrooms. Current un-served waitlists are due mainly to a lack of available classrooms at high demand times. If the English department were given control of more rooms, we could add 6-8 sections most quarters (180-200 students per quarter).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 V.C1Faculty Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyReplace due to vacancyV.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.Replace 1 FT faculty due to Vacancy/Retirement. We also are requesting 1 FT faculty Growth position. We are grateful to IPBT for approving 2 FT faculty hires in Fall 2015, as well as for the opportunity to hire 2 FT faculty in Fall 2014. However, we are still at only 31% FT faculty in our department. In addition, we have difficulty recruiting and retaining a broad pool of quality PT faculty to staff the sections that our FT faculty cannot cover. We served 14,833 students in 2014-15. That is an increase of 5.1% from the previous year. Our student success rates are consistently around 70% and we are a leading department in terms of faculty who are leaders and active advocates and consultants for equity issues and initiatives and work with the Office of Equity. Such experience/leadership has been a preferred qualification in our position announcements. We have one FT faculty who is only at 50% in our English department, and 50% in Women's Studies who may be reclassifying her FTE to 100% in Women's Studies. If that happens, then we will have need to hire another Replacement position. We will have to add more classes to implement Student Success and Support Program, particularly at the Basic Skills level, but also to capture the large student waitlists in EWRT 2 and EWRT 1A. We do not currently have enough faculty to maintain the high concentration of full time faculty in Basic Skills instruction that is one of the keys to our outstanding success in moving students from Basic Skills to transfer level. I addition, the colleges prestige and our ability to attract students from outside our district and outside the country depend on our high transfer rates. Students cannot transfer if inadequate course offerings prevent them from enrolling in EWRT 2 or EWRT 1B, the last required composition courses. We must support the whole pipeline of English coursework so that student transfer goals are achievable. We also need more expertise in Ethnic and World Literature in order to support our goals for narrowing the equity gap in this area and to continue the enrollment expansion we have achieved. In addition, our PLO work (English AA PLO statement #2) indicates that students do not feel that our offerings provide enough diversity and global perspectives. We do not currently have adequate faculty expertise in all areas of World Literature, so this is a hiring priority. In addition, our Literature student survey indicates that course variety and instructor quality are the top two reasons why students choose to major in English at ý rather than another college. Without full-time hiring in this area, we will be unable to continue to attract students to our high quality program.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.V.E.1Equipment RequestsA drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested Over $1,00V.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 . . . )White boards for all L-quad classes where we now have chalk boards. This would technically be a replacement as the current chalkboards can simply be covered over with whiteboard laminate paper that can be stuck on over the cleaned chalkboards. No, this request did not emanate from a SLOAC or PLOAC process, although it should be obvious that chalkboard is old classroom technology that is clearly inferior to whiteboards and this is also an ADA issue since visually impaired students frequently have a harder time reading chalk on chalkboards than the bright colors that whteboard markers make on whiteboards. This request does not require new or renovated infrastructure.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 All faculty and students in classrooms would use this equipment. Leaving these ancient chalkboards in classrooms undermines our investment in technology because chalk dust causes malfunction and increases repair costs. Ultimately, this can become an equity issue, because our basic skills courses are often assigned to classrooms with these chalkboard relics. When equipment breaks down and weeks pass before it can be repaired, English basic skills courses (and the under-served students that make up the majority population in these courses) are relegated to sub-standard, unequal classrooms. In addition, visual learners benefit from the colors that are possible on a whiteboard. We do not have SLO/PLO assessment data to justify this specific request, but again, whiteboards are the newer and increasingly the expected resource in face to face classrooms.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.More classrooms dedicated to English. New: classrooms. Since our ELIT class enrollment caps have been raised this year from 45 to 50, we need classrooms that can accommodate 50 students. Associated structures needed: student desks, smart technology instructional counter (with computer, overhead projector, DVD player, connections for laptops, etc), podium, whiteboards, high stool for instructor to sit on, desk to accommodate students with disabilities. Renovation: White boards in L-quad classrooms. Updates (including software updates) or replacement for any technology that no longer worksV.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? All faculty and students in classrooms would use this equipment. Leaving these ancient chalkboards in classrooms undermines our investment in technology because chalk dust causes malfunction and increases repair costs. We need white boards for all L-quad classes where we now have chalkboards. Chalk dust can also trigger allergies. Ultimately, this can become an equity issue, because our basic skills courses are often assigned to classrooms with these chalkboard relics. When equipment breaks down and weeks pass before it can be repaired, English basic skills courses (and the under-served students that make up the majority population in these courses) are relegated to sub-standard, inequitable classrooms. In addition, visual learners benefit from the colors that are possible on a whiteboard. Current un-served waitlists are due mainly to a lack of available classrooms at high demand times. If the English department were given control of more rooms, we could add 6-8 sections most quarters (180-200 students per quarter). We do not have SLO/PLO assessment data to justify this request, but again, whiteboards are the newer and increasingly the expected resource in face to face classrooms.V.G.Equity Planning and SupportHas this work generated any need for resources? If, so what is your request?We need to develop a more robust, and user-intuitive English website with sample essay assignments, essays, and explanations about the standards for each level of composition we offer (from two levels below transfer to our three transfer levels) as well as the ELIT courses we offer. This would help not only students, particularly our underserved targetted students, but also instructors better understand the distinctions between the courses. It would help students understand which course more appropriately accommodates their skill level, and also help build a community of evaluation practices within the department. As a department, faculty have worked for several years on clarifying and coming up with clear models for essay assignments, essays, and explanations of standards for our 200 and 211 (basic skills levels) through those levels portfolio review process. As a department, we are now working on doing such clarification and coming up with models in our transfer level composition courses (1A, 1B, 2, and 1C). We would like to have assistance from a professional website builder with improving the visual layout, site organization, and user-intuitively. ETS is supposed to provide this kind of support but currently is understaffed.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.We are looking forward to having a full-time dedicated counselor for our division, a position which is supposed to be hired/filled in Spring 2016 quarter.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.SLO: Acquire knowledge of the historical and cultural period, major writers, and key texts of NeoClassical and Romantic British Literature. SLO Assessment: Student's Historical and Cultural Presentations. SLO Result: 11 A, 11 B's, 7 C's, 2 D's (NOTE: C and D grades are almost 29% of the total grades earned) SLO Reflection and Analysis: The students did the best they could with the knowledge they had access to online and in texts. But much of the information researched and shared seemed removed and impersonal. I can not stress how much more connected to the history and the authors the students would be if they actually got to see the places and experienced British culture in person. The Campus Abroad program would be such a transformative learning experience for them. The London campus abroad, even for a summer 3 weeks session, would make the learning so much more impactful. 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.1. In order to promote equity and serve students, especially in Basic Skills courses, we must have additional B-budget to cover printing costs. We would need approximately 1/3 additional B-budget for printing ($8,000). Our Program Learning Outcome is: Students demonstrate critical thinking, reading, research, and writing skills in order to effectively analyze texts from myriad disciplines and cultural perspectives. Reflections on this PLO means acknowledging the research that students succeed when they can handwrite notes on handouts (see  HYPERLINK "http://www.wsj.com/articles/SB10001424052748704631504575531932754922518" http://www.wsj.com/articles/SB10001424052748704631504575531932754922518) and also when certain important resources can be referred to as a physical paper handout rather than having to be electronically retrieved by students every time they use them. Also, some in-class quizzes and tests need to be given as paper handouts. 2. We need to write a more robust English placement website with sample essays and explanation about the process and standards for each level. Writing this website must be done by discipline area experts, and should involve feedback from across the department. This could be accomplished with a grant of about $3000. The CCCC, which is the Conference on College Composition and Communication and is a nationally respected representative organization for College Composition and Commmunication disciplines, has issued this statement about the importance of making such information easily accessible to students:  HYPERLINK "http://www.ncte.org/cccc/resources/positions/writingassessment" http://www.ncte.org/cccc/resources/positions/writingassessment http://www.ncte.org/cccc/resources/positions/writingassessment 3. We need additional B-budget for ongoing faculty training to support our goals for equity and Basic Skills success. We would like stipends for part-time faculty to attend a retreat and norming sessions each quarter, approximately $2500. 4. We would like to expand the highly successful pilot of student mentors in EWRT classes. Initial results show that 100% of the students in the class with mentors passed the class and 100% of students said they were more likely to see a mentor than go to a tutor because the mentor was in the class and could be accessed immediately. 100% of students recommended continuing the program. To expand this model, we would need $1800 for small stipends so that six additional faculty could train and supervise mentors.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 Since we are a large department, we must have funding for retreats and ongoing staff development to norm our grading and promote best practices in teaching basic skills, transfer level composition and literature, as well as support for mentorship of new part time instructors. Most of our SLO and PLO work could not have happened without retreat funding and financial support for department leadership. We also need support for English Department faculty to develop instructor websites.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?We plan to reassess the outcomes by surveying students in our classrooms about how helpful they feel those new developments have been to their success in their English and other courses. Submitted by: APRU writers name, email address, phone ext.Karen Chow (Dept. Chair) and Roseanne Quinn (Spring 2016 and Spring 2017 Interim Dept. Chair while Karen Chow is on PDL)Last Updated:Give date of latest update (Set next box to YES when done and ready for Dean review).4/13/16     ý College Comprehensive Program Review IPBT Approved 11/24/2015 PAGE  PAGE 10  TIME \@ "MMMM d, yyyy" April 27, 2016 ý College Annual Program Review Update-revised 4-14-12 Spring 2012    M 6 ; [ \ ] i ν߬߬߬߬߬߬߬߬߬߬ߚ߉ߚv߽e h8?Xh[CJOJQJ^JaJ$h;h[0JCJOJQJ^JaJ h(h[CJOJQJ^JaJ#jh[CJOJQJU^JaJ h5cjh[CJOJQJ^JaJ hVF0h[CJOJQJ^JaJ hdh[CJOJQJ^JaJh[CJOJQJ^JaJ#hPxh[5CJOJQJ^JaJ'  ? s   F 6d$& #$/Ifb$gd[ 8dgd[ 8dgd[ dgd[        N i 678нvevevevevZH#h;vh[5CJOJQJ^JaJhVF0h[CJaJ!h[5CJKHOJQJ^JaJ'hVF0h[5CJKHOJQJ^JaJ hjh[CJOJQJ^JaJ hh[CJOJQJ^JaJ hVF0h[CJOJQJ^JaJ$h h[0JCJOJQJ^JaJh[0JCJOJQJ^JaJ#jh[CJOJQJU^JaJh[CJOJQJ^JaJ678LMD***$d$& #$/Ifa$b$gd[kd$$Ifl\ 7*$ ^ t 6 0@844 lae4p8KLNOP\defnw&'fg  %&*4ɾɾɟɎyyfyXɟG hh[CJOJQJ^JaJh[CJOJQJ^JaJ$h}h[0JCJOJQJ^JaJ)jh}h[CJOJQJU^JaJ h}h[CJOJQJ^JaJh[CJOJQJ^JaJ hS3h[CJOJQJ^JaJhVF0h[CJaJ hVF0h[CJOJQJ^JaJ#h;vh[5CJOJQJ^JaJ& *h;vh[5CJOJQJ^JaJMNOPa,kd$$Ifl\ 7*$ ^ t 6 0@844 lae4p$d$& #$/Ifa$b$gd[abcde,kd$$Ifl\ 7*$ ^ t 6 0@844 lae4p$d$& #$/Ifa$b$gd[ef0 $d$& #$/Ifa$b$gd[d$& #$/Ifb$gd[  <D----d$& #$/Ifb$gd[kd}$$Ifl$\ 7*$ ^ t 6 0@844 lae4p4<C1SX`abhim  DGȷַyobohsh[CJPJaJh[CJPJaJjh[CJPJUaJh[CJOJPJQJaJ hVF0h[CJOJPJQJaJ hh[CJOJQJ^JaJ hS3h[CJOJQJ^JaJh[CJOJQJ^JaJhVF0h[CJaJh[CJOJQJ^JaJ hVF0h[CJOJQJ^JaJ#XaD----d$& #$/Ifb$gd[kdT$$Ifll\ 7*$ ^ t 6 0@844 lae4pabh |D----d$& #$/Ifb$gd[kd+$$Iflu\ 7*$ ^ t 6 0@844 lae4pGHIxy|}ĴtcP?/Ph[0JCJOJPJQJaJ hzh[CJOJQJ^JaJ$hzh[0JCJOJPJQJaJ hS3h[CJOJQJ^JaJhVF0h[CJaJ hVF0h[CJOJPJQJaJ hlh[CJOJQJ^JaJ$hx?Dh[CJOJPJQJ^JaJh[CJOJPJQJ^JaJh[CJPJaJhCAh[0JCJPJaJjh[CJPJUaJ'jhT(Rh[CJPJUaJ|/kd$$Ifl\ 7*$ ^ t 6 0@844 lae4pd$& #$/Ifb$gd[Dght пޱwjZGZ2)hjh[B* CJOJQJ^JaJph$hx?Dh[CJOJPJQJ^JaJh[CJOJPJQJ^JaJhh[CJPJaJh' Xh[0JCJPJaJ'jhT(Rh[CJPJUaJh%h[CJPJaJh[CJPJaJjh[CJPJUaJ hzh[CJOJPJQJaJh[CJOJPJQJaJ hVF0h[CJOJPJQJaJ h<#h[CJOJPJQJaJ   -kdw$$Ifl\ 7*$ ^ t 6 0@844 lae4pd$& #$/Ifb$gd[   ;Bz tj]jIt:th' Xh[0JCJPJaJ'jNhT(Rh[CJPJUaJh%h[CJPJaJh[CJPJaJjh[CJPJUaJh[CJOJPJQJaJ hzh[CJOJPJQJaJh[CJOJQJ^JaJ hzh[CJOJQJ^JaJ$hzh[0JCJOJPJQJaJ hS3h[CJOJQJ^JaJhVF0h[CJaJ hVF0h[CJOJPJQJaJB OQd$& #$/Ifb$gd[ NOPQRXpwx  %GHIò~pfYfEp'j hT(Rh[CJPJUaJh%h[CJPJaJh[CJPJaJjh[CJPJUaJ hVF0h[CJOJQJ^JaJ$hVF0h[0JCJOJPJQJaJh[0JCJOJPJQJaJ hS3h[CJOJQJ^JaJhVF0h[CJaJh[CJOJPJQJaJ hVF0h[CJOJPJQJaJ$hzh[CJOJPJQJ^JaJQRXx{|D----d$& #$/Ifb$gd[kd $$Ifl;\ 7*$ ^ t 6 0@844 lae4pIxy{|}̼ujYF3Y$hYrh[0JCJOJQJ^JaJ$hYrh[0JCJOJQJ^JaJ hYrh[CJOJQJ^JaJhVF0h[CJaJ hVF0h[CJOJPJQJaJh[CJOJPJQJaJ)hjh[B* CJOJQJ^JaJph$hx?Dh[CJOJPJQJ^JaJh[CJOJPJQJ^JaJhh[CJPJaJh[CJPJaJjh[CJPJUaJh' Xh[0JCJPJaJ|-kd $$Ifl;\ 7*$ ^ t 6 0@844 lae4pd$& #$/Ifb$gd[z{HIJKPQuv ʹΨΝvcQΝ@/ hzh[CJOJQJ^JaJ hS3h[CJOJQJ^JaJ# *hh[CJOJQJ^JaJ$hzh[0JCJOJQJ^JaJ' *hS3h[0JCJOJQJ^JaJ$hS3h[0JCJOJQJ^JaJhVF0h[CJaJ hL9}h[CJOJPJQJaJ hxh[CJOJQJ^JaJh[h[CJOJQJ^JaJ hYrh[CJOJQJ^JaJ$hYrh[0JCJOJQJ^JaJIJKQ/kd $$Ifl\ 7*$ ^ t 6 0@844 lae4pd$& #$/Ifb$gd[Quv/kdq $$Ifl\ 7*$ ^ t 6 0@844 lae4pd$& #$/Ifb$gd[  d$& #$/Ifb$gd[ )!UW^z ! 3 ? 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