ࡱ>  7bjbj?? 7jUU  t\RRRfff8$f_!~\#l#l$l$%B) N*ֱرررررر,UHR*%%**,RRl$l$4,,,*<Rl$Rl$ֱ,*ֱ,,jtNҠ,ޛ^±/0_<jO,O, RƤ ***,***_O********* ::   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: Speech CommunicationI.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 core Program Level Outcomes are: Increase student confidence in ability to use a range of speaking, listening, and collaboration. Design and relate messages clearly for effective and appropriate oral communication to diverse audiences. Think critically through competent analysis, evaluation and response. Prepare global citizens for facilitative, dialogic communication to advocate social justice. The Program Level Outcomes listed above directly align with Institutional Core Competencies. ý College and our Speech Communication Department are committed to providing all students with competencies in communication and expression to succeed in life. Communication is essential to equity. Employers identify communication as one of the basic competencies every graduate should have, asserting that the communication skills essential in the workplace include basic oral and writing skills, the ability to communicate in work groups and teams, with persons of diverse backgrounds, when engaged in problem solving and conflict management, and to communicate effectively in a computer mediated society. The Speech Department prepares students to engage critically with social, cultural and environmental issues, with a raised consciousness of democratic responsibility and global interdependence. Through readings, pedagogy, facilitative practices, and guided mentoring we aim to empower students as advocates for equity and justice and change agents for themselves and in their local, national and global communities. We are dedicated to creating a critical thinker, cognizant and inclusive of diverse perspectives, ideologies, and traditions shaped by ethnicity, culture, language, disability, gender, sexual orientation, or religion in their thought and expression. Furthermore, the institutional values of integrity and innovation continue to guide our pedagogy, commitment to multiple modalities of instruction, and our recent curriculum changes to reflect information literacy and equity. I.A.3What is the Primary Focus of Your Program?Select Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/ATransferI.A.4Choose a Secondary Focus of Your Program.Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/AN/AI.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.32I.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.N/AI.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.23I.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 program9I.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 programN/AI.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 programN/AI.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 programN/AI.E.1Full Time Faculty (FTEF) For ALL programs: Refer to your program review data sheet.  HYPERLINK "http://deanza.fhda.edu/ir/program-review.14-15.html" http://deanza.fhda.edu/ir/program-review.14-15.html .16.7 FTEF [1 year percentage decrease of 0.9%]I.E.2# Student Employees State number of student employees and if there were any changes: 0 = no change; (- #) = decreased; # = increased; blank if not applicable to your 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.35% FT faculty load. 65% of our classes are taught outside FT load. FT faculty load declined from 6.2 in 2013-14 to 5.8 in 2014-15, a 7.4% decline. PT faculty load declined from 10.5 in 2012-13 to 8.6 in 2013-2014; then to 8.5 in 2014-15. This is not surprising as we have experienced: Comparable college enrollment declines. Significantly reduced part-time faculty pool due to difficulty finding instructors for high demand classes at peak times and a reduced p-t faculty pool impacted by competitive hiring by other colleges plus the high cost of living in the Bay Area. While the number of available faculty to teach is down, our gradual and continual increase in productivity over the past three years has placed a burden on FT faculty in the department to pick up additional overloads and add students over cap to accommodate demand. This is neither sustainable nor equitable and highlights the need to hire an additional full time faculty member, and also increase the part-time faculty pool. 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. N/AI.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.The Speech Communication Department has not been at full capacity for the past two years with two faculty on reduced workload; and one full time faculty about to retire in June 2016. Our program has experienced impacted classes that fill quickly in the first couple of weeks of registration; a decline in enrollment due to decreased access; long wait lists; increased challenges meeting basic program needs; and strained momentum towards target program and college-wide initiatives. Findings from our Program Level Assessment (Speech Communication Exit Surveys and Exit Interviews) document the need for additional academic advising/counseling support to meet student needs. Findings from our Program Level Assessment (Speech Communication Exit Surveys, Exit Interviews, and long wait lists) document the need to offer required GE, certificate and major courses more frequently especially during prime time to meet student demand. Increased demand for lab space, including Language Arts Labs, limits options for online/library orientations and meeting the Information Literacy Core Competency spearheaded by our department in partnership with Learning Resources.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 Enrollment declined 1.0% from 2013-14 to 2014-15, which is slightly greater than the college average [-.8%]. This can be attributed in part to the decline in sections offered in recent years due to decreased room and faculty availability. We are actively working with our Dean to address long wait lists and optimally schedule classes especially during high demand time. This should positively affect enrollment. We are actively working with FHDA district human resources and local colleges/universities to increase our PT faculty pool so we can offer more sections, meet student demand, and increase enrollment. We have had a notable percentage reduction in sections [-7.2%] over the past three years compared to college-wide [-4.0%], yet as a department we have collaboratively discussed, devised and implemented various strategies to counter this decline including offering hybrid and online classes, taking students over cap in capstone courses, and actively directing wait list students to open sections via emails. Proof of success of this multipronged approach is the ý College Census Enrollment Comparison Report Winter 2015 to Winter 2016  which shows zero declines in enrollment between W2015 and W2016. Please note that while the total number of sections from 2012-13 to 2014-15 is down by 15, productivity in the past three academic years increased 2.4%. Although some of our faculty have added students over cap to keep up with student demand to meet major and certificate requirements, this workload strain is neither equitable nor sustainable. II.B.2Overall Success Rate What significant changes in student success rates have you seen in the last three years?Overall success rates steadily increased by 1% in each of the past three years [83% in 12-13 and 85% in 14-15]. Current success rater for all students is 85%; which is significantly higher than the overall college success rate [76%] and the highest in the Language Arts Division. Conversely, non-success rates declined 2% in 2014-15. 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.Our current success rate for all students is 85% and we are committed to growing it further.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.)We have gone from 10 AAT degrees awarded in 2012-13 to 23 in 2014-15. Compliant with the Student Transfer Agreement Reform Act (SB 1440), we were one of the first two departments at ý to develop and offer the [Communication Studies] AA degree Transfer Model Curricula (TMC), which has resulted in an increase in associate degree completion. This with personalized instructor counselling has made transfer seamless for students planning a bachelors degree in Communication Studies at a CSU campus. We also revised our curriculum effective fall 2016 to better align our SLOs with CID descriptors in the discipline. We have formally incorporated information literacy (institutional core competency) into all of our courses along with internationalizing the curriculum and formally including equity and social justice in our curriculum and pedagogy; a shift reflected in our discipline. We increased the number of course offerings for online/hybrid and are moving towards a 100% hybrid program (90% in class and 10% online) effective fall 2016; a move supported with the college wide increase in hybrid enrollment. With more companies shifting their training, hiring, client interface, yearly investor meetings etc. online, the changed curriculum for our SPCH70, SPCH16, and SPCH15 courses reflects a greater pedagogical emphasis on this growing form of mediated communication and its impact on future jobs and market trends. We have also added a more integrated emphasis on issues of equity in the workplace and use of alternative forms of leadership like facilitation. EquityIII.AGrowth and Decline of Targeted Student Populations Briefly, address student enrollment data relative to your programs growth or decline in targeted populations: African Americans, Latinos, Filipinos. (Refer to http://deanza.fhda.edu/ir/program-review.14-15.html )The overall success rate of our targeted population has risen to 80% in 2014-15 from 76% in 2012-13 [4% increase] and significantly higher than the college wide number of 68% for the same period. Nearly all of our targeted populations have shown an increase in success rates in the past three years: African American 6% increase [80% in 2014-15 from 74% in 2012-13] Filipino 3% increase [83% in 2014-15 from 80% in 2012-13] Latino/a 4% increase [80% in 2014-15 from 76% in 2012-13] Pacific Islander 7% increase [80% in 2014-15 from 73% in 2012-13] Our Native American population however has shown a decrease in success rate, and a higher withdrawal rate than any other targeted population based on the very limited data available [29 students]. This trend is also observed in the division and college wide data and we plan to engage in college wide conversations and initiatives to address this. Some of our faculty is also teaching CREM courses under Impact AAPI and LINC classes; both of which have proved records in fostering students success in targeted populations. We will share pedagogical strategies learned from their experience in future department meetings/retreat. We will continue to increase student awareness and engagement with support groups [FYE, APAAI] and learning resources [WRC, Library, Listening Speaking Lab] via in class announcement, displaying resources in the syllabus and department webpage and in-person counseling. We are participating in information sharing sessions and liaising with counseling to ensure that students are supported and mentored earlier in their time at DeAnza and in a Speech classroom. 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 We currently have an 8% equity gap in 2014-15 which is a significant decline from 11% in 2012-13 and less than the college wide gap of 12%. Even with these increased success rates among Targeted Groups, we continue to develop initiatives that further decrease the 8% equity gap between Targeted and Non Targeted Groups. In 2013-14 we made progress in closing the equity gap from the previous year by 4% with a confluence of departmental initiatives reflective of our emerging equity pedagogy: Assessed needs of our students with two equity questions added to pre- and post- surveys administered to all speech students across all sections all quarters in 2013-14 and 2014-15 and 2015-16. The data, tabulated by Institutional Research, consistently shows that co-creating inclusive, supportive, culturally rich learning environments is key to student engagement, empowerment, retention and success. 90% of student respondents to our PRCA-24 survey felt valued and included in their speech class by instructors and peers, based on a sample of 216 students from all F2015-W16 speech sections and tabulated by Institutional Research. At department meetings and retreats we routinely reflect on the data and share goals and best practices that create collaborative, inclusive, facilitative learning communities, where students feel safe to express their individuality, share their cultures and life experiences, speak their truths, speak out against injustices, and facilitate change. This confirms equity research that states that activities that encourage engagement, participation, and sharing of personal experiences help to foster a strong community, and ultimately student retention and success. Revised syllabi, rubrics, grading practices, instructor and peer feedback processes, webpages, text adoptions, and 100% of our course outlines reflect equity pedagogy and assessments referenced in 2.a. Offered multiple modalities for learning (facilitation, collaboration, LinC, debate, on-line, service/civic engagement) and access via multiple scheduling options including online/hybrid, day, evening, 1-day week, and weekend. Conducted faculty and student equity walks to sharpen and focus inclusion initiatives. Offered course as part of AAPI grant to support college-wide endeavors to close the equity gap. Supported students with peer tutors, mentors, cross-cultural partners, support services, and resources on campus like WRC, library orientations and Listening and Speaking Lab listed in course syllabi. Continue to engage students and faculty in the co-construction of equity pedagogy and dialog (in the classroom and in partnership with Partners In Learning and Equity Office) Increased service/civic education initiatives [students facilitate the Partners in Learning (PIL) Conference, Department Career Day, Building Bridges Town Hall and other campus events]. Provided/directed students to resources/guidance/support services to navigate through challenges in their college/personal lives. Prepared students for job interviews and to communicate effectively in work environments in all speech classes and via mentoring, guest speakers in department Career Day and by revisions made in curriculum to address this. Engage students in policy and political issues through speech assignments, service education, and our debate program. 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 have 80% or higher course success rate for African American, Latino/a and Filipino/a students in our program and have higher than 75% course success rate for all ethnic groups. We are committed to growing it further. 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?Everything we do is embedded in an equity frame. Faculty discussed and engaged in equity themed planning and activities at our monthly department meetings, convocations, annual department retreats, division retreat, Partners In Learning workshops, college-wide equity events, as members of the equity core-team and as member of equity action council. We have made progress in our 2014-15 Equity Plan in the following areas: Included equity pedagogy in our SPCH70 and SPCH16 classes in the context of oppression, embedded racism/sexism/inequality, organizational hierarchy, leadership and gender, perception management, and role of technology in relationships. Modeled facilitation tools like ice breakers, world caf, and concentric circles etc. to engage in deeper, more nuanced and personal discussions on equity and social justice via readings; discussions at monthly department meetings; department and division annual retreats; attendance of regional conferences; and mentoring faculty in using equity pedagogy in their classrooms. Modeled faculty equity walk at department retreat to sharpen and focus inclusion initiatives, and especially to open dialogue about the challenges and disparities faced by our PT faculty. Designed department SLO assessments that make it easier for all FT and PT faculty to participate in the assessment process. Facilitated department retreat workshop to explore ways to communicate in our syllabi that our classroom is a safe, inclusive, supportive space for learning. Design syllabi to represent equity pedagogy from a strength based instead of deficit based frame. Evaluated Pie Chart of Life that assesses and illustrates the challenge of promoting equity in our classrooms, departments, and division, when we ourselves struggle to find a healthy work-life balance. Trained student facilitators to facilitate various equity based dialogues in their classes, on campus, at conferences, and in their extended communities. Continuous support of student facilitators, speech majors and honors students as community leaders in various organizations on campus. Added equity questions in our quarterly survey administered in all speech classes for the years 2014-15 and 2015-16. This data has been discussed at our annual department retreats and strategies devised to close the equity gap further like use of OER resources, facilitative pedagogical strategies, and balancing emotional and cognitive learning. Participated in campus-wide equity training/workshops/retreats/community conversations (Sexual Harassment Training, Equity Walk, Inclusive Syllabi, Compassionate Communication in the Classroom, Compassionate Communication with colleagues, Cultural Humility, Advocates Supporting LGBTQ, Suicide and Anti-bullying, etc.). Lead campus-wide equity dialogues and workshops. Served on Equity Action Council. Partnered and liaised with LA Division Equity Core Team to develop and implement campus equity action plans. We will continue with all of the above and PLAN to: Utilize the Student Equity Plan Rubric to assess if our program is aligned with the DAC Conceptual Framework Theoretical Model, score the program, and convene to discuss possible changes. Participate in the Student Survey to be designed and administered division wide to aggregate information about pedagogies or institutional interventions that facilitate student retention and success of Title V targeted groups. 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 2019.6 PLOs [86%] assessed in Cycle 2 to date. 9 PLO assessments [129%] using multiple assessment measures in Cycle 2 to date. 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 2019.11 SLOs [46%] assessed in Cycle 2 to date. 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. Community Colleges remain vital to California, whether it is to prepare students for transfer, workforce education and training/retraining, basic skills, and/or to prepare for this millennial and keep Californias social structure and economy strong. Increased state budget allocations support these multitude of goals, and have the potential to: Temper or reverse the downward trajectory since the recession in hiring, program growth, support services, enrollment, salaries, cola, etc. Improve opportunities for target groups, incentivize equity initiatives, and help to close the achievement gap. Augment recruitment initiatives, support services, and financial aid for marginalized students resulting in growth and success rates for target populations at ý College. Improve opportunities for academic advising and counseling for all students. In the short term contribute to workload creep, stress and burnout; however if thoughtfully managed with release time, stipends, incentives, recognition, and mindfulness may positively affect our campus culture by empowering our faculty, staff, and administrators Other related external factors: High cost of living in the bay area creates a crisis in recruiting and retaining high quality faculty and a diverse faculty pool. The great disparity between salaries of professionals in the education sector compared to the private sector in the bay area adds to the crisis in recruiting and retaining high quality faculty and a diverse faculty pool. Even though ý tuition stayed flat over the past three years, more students work to pay tuition, books, and cost to live in the bay area. As a result, it takes many students longer to complete their community college education.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 As noted in V.A college/wide budget/program reductions have affected our program: Reduced number of sections resulted in enrollment decline. Economically disadvantaged/marginalized students are denied access to classes when we cancel low-enrolled sections weeks prior to the start of the quarter. Reduced support for debate program resulted in reduction in # students on the debate team.V.C1Faculty Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyReplace due to Vacancy/Retirement GrowthV.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.We need an immediate faculty hire/replacement due to retirement, and additional growth positions to support curriculum changes (especially course load change from 4-5 units and addition of Information Literacy Core Competency). We need additional support to maintain and grow our programs. One FT faculty retires effective June 2016. One FT faculty has notified the department and college of her planned retirement effective June 2017. With these TWO retirements we will be left with a FT faculty ratio of 4 male/1 female. This disproportional gender representation runs counter to the student population we serve and counter to discipline trends. ý Speech/Communication enrollment ratio by gender 50% male/50% female Speech/Communication majors nationally/ratio by gender 60% female/40% male  ý FT Speech faculty ratio by gender (2016-17) 33% female/66% male ý FT Speech faculty ratio by gender (projected 2017-2018) 25% female/75% male 65% of our classes are taught outside FT load. 100% of our FT and PT faculty will engage in training with the advent of curriculum changes in fall 2016 (Inclusion of Information Literacy ICC) and adoption of a hybrid model of instruction department wide. Several of our faculty will commit many hours to support online and information literacy instruction/mentoring. The range and number of courses/sections has declined by 15 over the past three years, and will continue to decline without additional faculty. We especially anticipate a gap in course offerings for organizational communication and facilitation both of which are in high demand academically and professionally.  While the number of available faculty to teach is down, our gradual and continual increase in productivity over the past three years has placed a burden on FT faculty in the department to pick up additional overloads and add students over cap to accommodate demand. This is neither sustainable nor equitable and highlights the need to hire an additional full time faculty member, and also increase the part-time faculty pool. The above have stretched the capacity of our faculty which, combined with reduced work loads, is already adversely affecting Program quality Time available to recruit and advise/guide students in our Certificate and Major Programs Time available to train, mentor, and support FT and PT faculty in online and information literacy instruction. This is very timely since we are actively working with FHDA district human resources and local colleges/universities to increase our PT faculty pool so we can offer more sections, meet student demand, and increase enrollment. Participation in college committees like Equity Action Council, Curriculum, IPBT, TTF. Ability to grow our program, especially to create new opportunities to increase enrollment and improve success of targeted groups especially since we are actively working with our Dean to address long wait lists and optimally schedule classes especially during high demand time. SLO work especially in closing the equity gap, enrollment, and internationalizing the curriculum Equity initiatives Facilitation of campus events (Partners in Learning, equity dialogue) 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.N/A 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.N/AV.E.1Equipment RequestsA drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested Over $1000V.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 . . . )Hardware Replace podiums [units required =4] in all speech classrooms. [$300 per unit x 4 = $ 1200] Wireless remotes for PowerPoint [units required =10]. [$60 per unit x 10 = $600] Stands to support iPhone recording [units required = 10]. [$25 per unit x 10 = $250] Mobile recording equipment [units required = 2] [$1500 per unit x 2 = $3000] Webcam enabled laptops/IPads, speaker headphones for video conferencing [units required = 3] [$2000 x 3 = $6,000] 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 the faculty and students of the department and without it we cannot Implement the Institutional Core Competency of information literacy effective Fall 2016 in all 20-25 sections of our GE SPCH01 and SPCH10 courses. Successfully implement the new curriculum effective fall 16 [with emphasis on equity] and the changed medium of instruction [hybrid/online] for ALL speech courses as this change needs to be supported by mediated instruction and engagement. Teach our students to successfully navigate a changing personal and professional communication environment. Change in curriculum in SPCH70 and SPCH15 require additional web hosting/conferencing software/hardware to instruct and mentor students in new modalities of interaction and collaboration across various platforms, cultures and regions; mirroring the changed landscape of modern industries. Retain the competitive lead in success and transfer our program enjoys amongst other Bay Area colleges. 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.Renovation Sound baffling in existent classroom to allow for reduction in noise transference and interference between classrooms. Gradated lighting system in all speech classrooms to ensure effective delivery and optimum recording of student and instructor speeches. Replace all chalkboards with white boards [L48, L45, L43] New Increase electrical outlets in all rooms and replacement of ones that do not work. Replace/add chairs in L45, L48 and L49 with new ones that support collaborative pedagogy. 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? The PRCA-24 survey done in all speech classes every quarter for the past 5 years reveals that developing confidence and competence in communication skills [a Program Level Outcome] is directly dependent on: We need enough chairs to accommodate students enrolled in our classes. Our chairs mysteriously disappear even though we lock our doors when we leave our classrooms. Broken chairs need to be replaced. The facilitative pedagogy in our discipline requires chairs that can be set up around tables and moved for ease of collaboration. The current chairs are broken or have foldable tablet arms making it difficult to collaborate. In our smaller classrooms like L48 and L43, they leave no limited space for presenters to stand or present in teams. Our equity assessments confirm a classroom arrangement conductive to engagement, participation, and sharing of personal experiences helps to foster a strong community, reduce apprehension, and ultimately student retention and success. All of this is done via ice breakers, peer feedback, performance exercises, presentations, etc. involving movement and noise, which is disruptive to other classes in the vicinity. Noise from adjacent classrooms and outside noise has often resulted in a speaker losing their place, causing unnecessary stress and loss of confidence. Confidence plays a key role in mastering communication apprehension. Noise distractions adversely affect ability of students to focus. Noise distractions impede the recording of student speeches. Noise distractions interfere with verbal feedback of student speeches. Writing on chalkboards is messy and difficult to read, which is an equity and ADA compliance concern. Our students need more electrical outlets in our classrooms for their iPads, laptops and other smart devices to Support reduction in printing Engage in mediated pedagogy Use web based tools for collaboration and information literacy in the classroom. V.G.Equity Planning and SupportHas this work generated any need for resources? If, so what is your request? To grow equity initiatives we need: Additional equity office intervention to temper division fracturing and to foster a more supportive, inclusive, compassionate, mindful, equity dialogue and culture among LA division colleagues. Veronica Neal is already working with our division directly (retreats, support for faculty equity initiatives, workshops/compassionate communication/cultural humility) and indirectly through the division equity core team and equity action council. Interventions that support a healthy work-life balance and self-care. Stipends/release time/support/resources to partner and liaise with Equity Office and LA Division Equity Core Team to grow equity initiatives. [see IIIA-D above] Institutional research support for equity assessments. Stipends for equity training, particularly for PT faculty to take leadership roles in equity initiatives. Release time and/or support resources to apply for grant funding. Stipends/release time to coordinate the Facilitator Training Program [recruit students, develop and grow partnerships with equity office and other campus programs]. Facilitator training is our student centerpiece that bridges Speech Communication service learning/civic engagement and student-centered transformative equity dialogue across our campus community. 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.Increase in availability of classrooms that support collaboration and facilitative pedagogy during peak times between 8:30 a.m. and 1:30 p.m.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.Enrollment data clearly shows our student population has shifted in recent years to a more traditional model with increasing numbers of students choosing to attend classes on campus in the morning. The unavailability of classrooms has: Impeded our efforts to grow enrollment since our section offerings are restricted by space. We have tried to augment this by offering more hybrid/online classes. This however is not a feasible approach for all classes given the nature of the discipline. Influenced our decision to make all classes hybrid beginning fall 2016 to accommodate the increase from 4 to 5 units for all of our courses. This has put tremendous strain on our faculty as they have had to (a) learn online pedagogy; (b) design an online unit for all their classes; (c) learn how to teach this new modality to students. This is an ongoing challenge with limited college support. Resulted in speech majors unable to complete their degree requirements on time forcing faculty to repeatedly open up a last minute section and offering to enroll over cap. 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.Additional B Budget Augmentation will support: Printing allowance to adapt to the unit increase from 4 to 5 as new instructional modules are designed and tested. Software adoption, training and continued support to enable curriculum to grow and adapt with the changes in the field [online conferring; instructor video lectures; teaching apps] Teaching resources including flip charts. Stipends for part time faculty to attend professional development events and to take leadership roles in department initiatives (SLOs, equity, create/update webpages, training to teach courses they dont currently teach). These are steps in the right direction to engage part-time faculty in the broader work of our college. Stipends/release time for faculty engaged in staff development and college initiatives (SLOs, equity initiatives, training/mentoring) Support on college platforms to record, caption, and host sensitive and protected content like student speeches, facilitation recordings, instructor video lectures. Money to maintain newly acquired recording equipment; extended warranties; and yearly cloud based video storage needs. 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 Training and retreats especially as the department gears up for changed curriculum; adoption of Information Literacy ICC; and changed course design [hybrid]. Stipends for PT faculty experienced in online instruction to mentor faculty on best practices for on-line instruction. Training on how to successfully transfer best practices from face-to-face to online instruction to create similar outcomes. Information and assistance in navigating copyright and fair use with materials both online and in print; without which we cannot support the changed curriculum [ICC-Information Literacy] and use of Catalyst and other LMS for instruction in a hybrid/online class. Increased training in online pedagogy; finding and integrating Open Educational Resources, Creative Commons images and text and integrating Catalyst in traditional courses. Training/mentoring for faculty to teach multiple preps. More workshops dedicated to best practices and pedagogy of inclusion and collaboration. 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 the past year, as we have geared up for the changes in our curriculum; incorporation of Information Literacy ICC; and change in medium of instruction (hybrid) with minimum help from the college resulting in faculty within the department shouldering the responsibility of (a) training new faculty in online pedagogy and LMS; (b) designing online learning materials; and (c) implementing the materials according to college policies on fair use etc. This has been done with no compensation or release time putting a tremendous burden on faculty and delaying the process. 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?Assessments for requested resources over the past five years: We purchased new recording equipment and will assess usage once installed. We are currently tracking/assessing the number of faculty who have completed catalyst training to teach the hybrid one-unit. We will assess the number of faculty who use the information literature modules. We are embedding assessment in online modules. We will continue to assess student level of usage and understanding of Catalyst. Assessments for resource requests in this program review/We have and will continue to: Monitor enrollment to manage classroom usage. Assess student and faculty technology usage and stay current in emerging technologies and applications in education and in the workplace. Assess program level outcomes/core competencies across our program. Do our info lit assessments. Embed assessment in online modules. Include best practices in our information literacy modules based on what we have learned from prior assessments. Schedule catalyst training spring 2016 for hybrid 5th online unit for our faculty. Schedule a department retreat on information literacy in Jan 2016 and one on online pedagogy in May 2016. Assess number of faculty who have completed the training, comprehension of training, and use the modules. Test run assessment in 5 speech classes on plagiarism. Train/mentor faculty in online pedagogy and new preps. Submitted by: APRU writers name, email address, phone ext.Prepared by Shagun Kaur and Donna Stasio in collaboration with Elaine Lee, Matt Abrahams, Alex Kramer, Brandon Gainer, and Russell Hong  HYPERLINK "mailto:kaurshagun@fhda.edu" kaurshagun@fhda.edu x8381  HYPERLINK "mailto:stasiodonna@fhda.edu" stasiodonna@fhda.edu x8882 Last Updated:Give date of latest update (Set next box to YES when done and ready for Dean review).4/18/2016  ý Institutional Research and Planning (2016). DeAnza College Census Enrollment Comparisons Report Winter 2015 to Winter 2016. Retrieved from  HYPERLINK "http://tinyurl.com/jfz9gxg" http://tinyurl.com/jfz9gxg  ý Institutional Research and Planning (25 Sep,2015). Awards by degree type and major. Retrieved from  HYPERLINK "http://tinyurl.com/zzst66k" http://tinyurl.com/zzst66k  National Communication Association (2016). What should a graduate with a Communication degree know, understand, and be able to do? Retrieved from  HYPERLINK "http://tinyurl.com/j8zmevd" http://tinyurl.com/j8zmevd  National Communication Association (2016). The role of the Communication discipline on campus and beyond. Retrieved from  HYPERLINK "http://tinyurl.com/z4y3axp" http://tinyurl.com/z4y3axp  ý Institutional Research and Planning (2016). DeAnza College Census Enrollment Comparisons Report Winter 2015 to Winter 2016. Retrieved from  HYPERLINK "http://tinyurl.com/jfz9gxg" http://tinyurl.com/jfz9gxg  National Association of College and Employers (Nov 18, 2015). Job Outlook 2016: Attributes employers want to see on new college graduate' resumes. Retrieved from  HYPERLINK "http://tinyurl.com/jdba4r9" http://tinyurl.com/jdba4r9  Academic Senate for California Community Colleges (Spring,2010). Practices that promote equity in basic skills in California community colleges. Retrieved from  HYPERLINK "http://tinyurl.com/hs6nyf3" http://tinyurl.com/hs6nyf3  Department meeting notes  Faculty Compensation and The Crisis in Recruiting and Retaining Faculty of High Quality, Academic Senate of the CSU, 2005. Retrieved from  HYPERLINK "http://www.calstate.edu/AcadSen/Records/reports/statement_on_faculty_salariesfinal.pdf" http://www.calstate.edu/AcadSen/Records/reports/statement_on_faculty_salariesfinal.pdf  The 2015-16 Budget: Proposition 98 Education Analysis, Legislative Analyst Office, 2015. Retrieved from  HYPERLINK "http://www.lao.ca.gov/reports/2015/budget/higher-education/hed-budget-analysis-022715.pdf" http://www.lao.ca.gov/reports/2015/budget/higher-education/hed-budget-analysis-022715.pdf  Tuition, Fees, and Estimated Student Expenses, ý College, National Center For Education Statistics, 2015. Retrieved from  HYPERLINK "https://nces.ed.gov/collegenavigator/?id=113333#accred" https://nces.ed.gov/collegenavigator/?id=113333#accred  Tulshyan, R (2010). Top 10 college majors for women. Retrieved from  HYPERLINK "http://www.forbes.com/2010/03/02/top-10-college-majors-women-forbes-woman-leadership-education.html" http://www.forbes.com/2010/03/02/top-10-college-majors-women-forbes-woman-leadership-education.html Bui, Q. (2014). Who studies what? men, women and college majors. Retrieved from  HYPERLINK "http://tinyurl.com/j6zp8d4" http://tinyurl.com/j6zp8d4  Percentage of Bachelors Degrees Conferred to Women, by Major (1970-2012). Retrieved from  HYPERLINK "http://www.randalolson.com/2014/06/14/percentage-of-bachelors-degrees-conferred-to-women-by-major-1970-2012/" http://www.randalolson.com/2014/06/14/percentage-of-bachelors-degrees-conferred-to-women-by-major-1970-2012/  National Association of College and Employers (Nov 18, 2015). Job Outlook 2016: Attributes employers want to see on new college graduate' resumes. Retrieved from  HYPERLINK "http://tinyurl.com/jdba4r9" http://tinyurl.com/jdba4r9  Department Meeting Notes  Safco Products 8922BL Scoot Multi-Purpose Lectern , Black  Logitech - Presentation Pointer Black Model: 910-001354  ChargerCity MegaGrab2 Easy-Adjust Smartphone Holder Mount & 360 Swivel Selfie Video Recording Camera Tripod  Quote by Ed Breault; Video Systems Engineer; ý College  Logitech Group Video Conferencing Bundle with Expansion Mics (960-001060)  Top 100 Associate Degree Producers (Sep 17, 2015). Top 50 Associate degrees: Communication, Journalism, & related programs. 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