ࡱ>     tbjbj=G=G 7|_-_-CkAR R """""6668nD6:l4...b\"8#p9999999, =?T9"#bb##9%""..49%%%#".".9%#9%%4_6 Ġx$_5w990:s5@%@(_6%_6"s6###99%###:@#########R :   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: EconomicsI.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) We provide instruction in the Principles of Economics series including Macroeconomics (Economics 1) and Microeconomics (Economics 2). Additionally, we will offer Environmental Economics (Economics 3) and Economics of Public Issues (Economics 4) starting in the Fall 2016 quarter. The Principles series is a requirement for those seeking a 4-year business degree as well as a 4- year economics degree. An important outcome of our courses is to prepare Business and Economics majors for their upper division coursework/4 year degree. All of our courses fulfill ý G.E. requirements and are CSU and UC transferable. We also provide for general education with our focus on the economic foundations of social systems. Economics blends the quantitative analysis characteristics of physical sciences with the more qualitative methods associated with the social sciences. Students of economics develop a unique reasoning ability that provides a vital perspective on social issues. Our students bring their valued skills to business, government and community endeavors, and so provide service and vision in the pursuit of our shared interests. Our faculty represents a broad range of ethnic and professional backgrounds. Their collective experience in the private and public sectors both in the United States and in other countries, allows for unique learning opportunities for their students.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/ABasic SkillsI.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.N/A 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.N/A 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.N/A I.B.4# AA and/or AS Degrees Awarded:If applicable, enter the number of Associate of Arts or Associate of Science degrees awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your programN/A I.C.1 CTE Programs: Impact of External TrendsCareer Technical Education (CTE) programs: provide regional, state, and labor market data, employment statistics. Refer to "CTE Program Review Addenda" at: /workforceed/ged/ Identify any significant trends that may affect your program relative to: 1) Curriculum Content; 2) Future plans for your program e.g. enrollment management plans.N/A 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.N/A 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 programNO CHANGEI.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 programNO CHANGEI.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 programNO CHANGEI.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 .NO CHANGEI.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 programNO CHANGEI.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. DECREASEDI.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. NO CHANGEI.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 have been impacted by the continuous reduction in funds for printing class materials. This leaves faculty with insufficient handouts for in class group exercises and assessments. Other impacts include unproductive use of faculty time that have to staple their exams which imposes a large time cost. Moreover, some faculty is spending their own money to meet the printing needs for their classes. SEE ATTACHED DOCUMENT ALSOEnrollmentII.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 numbers fell by 8.3%. This fall was anticipated as the new Prerequisites for both the Principles courses kicked in. It was much less than the expected decline in enrollment due to colossal efforts by the department chair and other department faculty to boost enrollment. Faculty has been asked to devise ways and spend their time and energy to increase enrollment. However, we strongly believe that our enrollment numbers could be improved upon if our enrollment process is managed in a more efficient and effective way. This is especially important since other colleges enrollment numbers have kept up with population trends in a stark contrast to our own college numbers: II.B.2Overall Success Rate What significant changes in student success rates have you seen in the last three years?Our overall success rates have increased to 80% due to our departments faculty tremendous efforts. Department faculty has worked tirelessly in spite of the severe constraints faced by them explained in I.E.5 above.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.N/AII.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.)New Articulation agreements effective Fall 2014 has affected our enrollments as explained above in II.A.1 Lack of printing money has severely constrained our efforts to work towards making more improvements as explained in I.E.5 above. Late registration dates and early arbitrary cancellation of classes has affected enrollment not just for our department but also for the entire college. This process has generated an extremely unhealthy and unfortunate trend. These will have/are already having an adverse implication for all: faculty and students in the short run as well as the long run.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 )Success rates for targeted population increased from 62% in 2013-14 to 68%. Non-Success rates dropped from 24% to 22%. Withdrawal rates for targeted groups shows a healthy downward trend over the last 3 academic years and now stands at 10% All these healthy trends are remarkable given unchanged rates for the Division and consistent with trends at College wide level.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  Success rates for African Americans, Latinos, Filipinos and Pacific Islanders improved significantly whereas their non-success rates dropped. Our success rates for African Americans are now at a phenomenal rate (73%) compared to Division and College. On the other hand, the fall in success rates for Native Americans needs to be addressed. Credit goes to our facultys outstanding efforts who have gone beyond their regular duties to engage the students through class discussions, class examples and class material and lot of group work and problem sets. Unfortunately, some faculty members have paid out of their own pocket to pay the teaching assistants and to print the problem sets etc. We need adequate college funding so as to avoid unfortunate burden on our faculty. This could eventually translate into loss of outstanding adjunct faculty. 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.N/AIII.DDepartmental Equity Planning and ProgressWhat progress or achievement has the program made relative to the plans stated in your departmental 2014-15 Equity Plan?Part of our equity planning is guided by ý theory of action, Intrapersonal development for equity: which focuses on intra, inter, institutional as well as leadership and environmental development. We have connected our strategies to this theory of action in the following ways: Intrapersonal development for equity: encouraging conversations about possible strategies within the classroom to achieve equity and closing the achievement gap and provide feedback within the department about teaching methods and diverse pedagogies that are currently used and have shown success in achieving more equity. Majority of our department faculty is committed to promoting and working assiduously to achieve equity. At the same time, few instructors do very little to address equity, social justice, and multicultural inclusion. Sometimes, lack of resources in terms of peer mentors in classroom can also act as a major hindrance. Interpersonal development: Students will participate in a variety of activities, such as group learning and projects, community engagement (service learning), writing reflections and/or research papers, conducting presentations, participating in experiments and classroom discussions. Research papers, presentations and class exams are also directed towards encouraging multicultural identity. Materials covered in class are presented in form of multicultural inclusion such as different countries / perspectives / schools of thought. Institutional Development: Culturally relevant pedagogies are employed, such as researching or showing video clips of economists of color and their achievements in the field, as well as continued conversations about achieving equity. Environmental / Cultural Development: The C.A.R. (Conversations, Application and Reflection) project spearheaded by our division, SS&H has played a significant role in promoting awareness and positive attitudes about multiculturalism and equity. Some instructors provide peer support in class (working and collaborating as cohorts, in familias); students are given (and are encouraged to utilize) individual support during office hours; safe and inclusive environment is created in the classroom to ask questions. Here, the responsibility is solely on resources in terms of her time and or money. Based on these initiatives that help center our work on equity, we have seen the following progress: faculty who participate in our program report deeper connections among and raised awareness about the equity imperative among colleagues and a greater sense of identity awareness. At the same time, we would need access to individual faculty data to analyze how these practices & pedagogies are helping us in closing the loop.  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 2019.0%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 2019.38%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 have been impacted by continuous decline in printing money. This leaves the faculty with insufficient amount of handouts for in class group exercises. Other impacts include unproductive use of adjunct faculty time who is asked to staple their exams or others who are spending their own money to meet the printing needs for their students.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 Unfortunately, some faculty members have paid out of their own pocket to pay the teaching assistants and to print the problem sets etc. We need adequate college funding so as to avoid unfortunate burden on our faculty. This could eventually translate into loss of outstanding adjunct faculty. This eventually affects the enrollment as students find themselves without proper resources to achieve their potential and seek admission elsewhere. V.C1Faculty Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyNone needed Unless vacancy.V.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.N/AV.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/AV.D.2Justification for Staff Position(s):Do you have assessment data available to justify this request for a staff position? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this need.V.E.1Equipment RequestsA drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested  Over $1,000 V.E.2Equipment Title, Description, and QuantityDescription should identify if the item(s) are new or replacement(s), furniture/fixtures, instructional equipment, technology related, expected life of item, recommended warrantees etc. Did this request emanate from a SLOAC or PLOAC process? Does this item require new or renovated infrastructure (e.g. wireless access, hardwire access, electric, water or heat sources . . . )We need Clickers for ECON classrooms: classrooms S55 and S56. Almost 100% of our classes are held in these classrooms) 110 clickers: For use by the Department of EconomicsV.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 To effectively engage through instant feedback, retain and work towards student success 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.N/AV.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? N/AV.G.Equity Planning and SupportHas this work generated any need for resources? If, so what is your request?Based on our review of our planning and implementation progress, we have identified the following areas of growth and need for support: 1. We need additional resources in terms of peer mentors and teaching assistants in the classroom to have more in class group activities and to facilitate our efforts to promote equity and safe environment in the classroom. These resources can go a long way towards encouraged a wider participation of faculty in the division effort to promote equity. 2.Resources needed to achieve this new plan include support for faculty training as well as mentor training (peer mentor support that could be implemented following the model of the LEAD program). 2. Lack of adequate printing budget for our faculty has dampened our efforts to achieve optimum outcome. Faculty is unable to print adequate amount of handouts or end up spending their own funds, which clearly violates equity principles at the faculty as well as students level. 3.We would need access to individual faculty data to analyze how our efforts are impacting our most vulnerable students, which will help deepen our thread around cultural change.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 need in Class Peer support to monitor the group performance and provide support to students. V.H.2Other Needed Resources JustificationDo you have assessment data available to justify this request? If so, provide the SLO/PLO assessment data, reflection, and enhancement that support this need. If not, provide other data to support this need.V.J. B Budget AugmentationHow much? Who/what could be supported if this additional funding was awarded? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? Refer to mission:  HYPERLINK "http://deanza.edu/about/missionandvalues.html" http://deanza.edu/about/missionandvalues.html and strategic goals (page 15 http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf State the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If you do not deal with the B budget directly, you can use the comment: please refer to the Deans summary.We need adequate printing funds to cover our assessment. Faculty asked to staple their own exams and or spend out of their own funds is impending facultys ability to work effectively. Failure to provide adequate funds for printing means that faculty is unable to assess students performance in effective ways. We need printing money for: Printing exams, more worksheets for group work, problem sets. Asking students to print their own handouts is a violation of college equity goals since all students are unable to print their own handouts.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 Peer mentor Training.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 needSee III D AND VG. ABOVEVI.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 will look at our SLOAC and PLOAC in Cycle 2 and our departmental equity planning and progress efforts to assess whether or not the student achievement gap has been reduced. We would also like to have access to our own classroom equity data to see if our requests and teaching pedagogies have been successful. Submitted by: APRU writers name, email address, phone ext.Ravjeet Singh,  HYPERLINK "mailto:singhravjeet@deanza.edu" singhravjeet@deanza.edu, 8558 Last Updated:Give date of latest update (Set next box to YES when done and ready for Dean review).     ý College Comprehensive Program Review IPBT Approved 11/24/2015 PAGE  PAGE 1  TIME \@ "MMMM d, yyyy" April 27, 2016 ý College Annual Program Review Update-revised 4-14-12 Spring 2012  .78Co y  0 3 J   3 X Y Z 䰣佒rrchmh0JOJQJ^J!jhmhm OJQJU^Jhmh(0JOJQJ^J!jhmh(OJQJU^JhmhdOJQJ^Jhmh/OJQJ^Jhmh(OJQJ^JhmhffOJQJ^JhmhPxOJQJ^Jhmhm OJQJ^JhmhPx5OJQJ^J&  < p    C 3d$& #$/Ifb$gd<#d$& #$/Ifb$gd0 8dgd 8dgd dgdm        H I } ~  C K 345HILSӹӹӹӹӹӹӹө~n~aThmh%'AOJQJ^Jhmh4YOJQJ^J *hmh4Y5OJQJ^Jhmh4Y5OJQJ^JhmhS3OJQJ^Jhmh,-'5KHOJQJ^Jhmh%'A5KHOJQJ^JhmhOJQJ^JhmhPxOJQJ^Jhmhm OJQJ^J!jhmhm OJQJU^Jhmhm 0JOJQJ^J345IJA'''$d$& #$/Ifa$b$gd0kd$$Ifl\ |)7*$ j t 6 0@844 lae4pyt;vJKLRS)kd$$Ifl\ |)7*$ j t 6 0@844 lae4pyt;v$d$& #$/Ifa$b$gd0S_enpq578wx#% &3:;?I󻬻曌~qhmhYOJQJ^J 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