ࡱ> -0*+, ̓bjbj 7A zzzzz8z>6N~44J".#t> > > > > > >,ADbL>z#44##L> 'zz4a> ' ' '#zz> '#> ' '9L;8%$: >w>0>::D 'D,L; 'L;&zr;###L>L> '###>D######### @:   Instructions: The first column below matches key words in TracDat where you will enter the requested information. The second column fully describes the information that the IPBT is requesting. It also represents the information you would see if you pressed the help button (a question mark) by each box in TracDat. The third column is where you can input your data/responses at this time. You will be able to copy and paste or type in your information from the third column directly into the TracDat boxes. Save this Word doc in the following format: sp2016cpr_deptname. Last steps: ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. Upload a copy of this document into the Trac Dat, Documents file. Also upload the Program Review Data sheet(s). If you have questions, please refer to your workshop handout ( HYPERLINK "http://www.deanza.edu/slo/tracdat.html" http://www.deanza.edu/slo/tracdat.html) or contact:  HYPERLINK "mailto:pappemary@fhda.edu" papemary@fhda.edu. Section I: Overall program description (including CTE) Section II: Overall student enrollment and success Section III: Equity Section IV: Assessment Cycle Section V: Resource requests In TracDat. Limit narrative to 100 words; bullet points encouraged Information RequestedExplanation of Information Requested. ? TracDat Help button will reveal the same cues (sorry no hyperlinks)Input your answers in columns provided. Note: reference documents can also be attached. Make sure to note the name of any reference documents in your explanations. Program DescriptionThe Sociology program consists of undergraduate or lower division courses that provide a foundational understanding of the discipline, a breadth of coursework in the discipline, and preparation for university transfer. Department Name: Sociology 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 mission of our lower division classes is to develop students sociological imagination and to introduce them to the discipline. Toward this mission, students in sociology courses gain skills that correspond to the institutional Core Competencies of communication and information literacy, personal responsibility, global, cultural social and civic engagement. I.A.1What is the Primary Focus of Your Program?Select Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/ATransfer I.A.2Choose a Secondary Focus of Your Program.Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/APersonal Enrichment, Basic Skills I.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.10I.B.4# AA and/or AS Degrees Awarded:If applicable, enter the number of Associate of Arts or Associate of Science degrees awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your programI.C.1 CTE Programs: Impact of External TrendsCareer Technical Education (CTE) programs: provide regional, state, and labor market data, employment statistics. Refer to "CTE Program Review Addenda" at: /workforceed/ged/ Identify any significant trends that may affect your program relative to: 1) Curriculum Content; 2) Future plans for your program e.g. enrollment management plans.I.C.2CTE Programs: Advisory Board Input: Career Technical Education (CTE) programs: provide recommendations from this year's Advisory Board (or other groups outside of your program, etc.). Briefly, address any significant recommendations from the group. Describe your program's progress in moving towards assessment or planning or current implementation of effective solutions.I.D.1Academic Services and Learning Resources: # Faculty Served Only for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of faculty served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programI.D.2Academic Services and Learning Resources: # Students ServedOnly for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of students served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programI.D.3Academic Services and Learning Resources: # Staff Served Only for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of staff served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programI.E.1Full Time Faculty (FTEF) For ALL programs: Refer to your program review data sheet.  HYPERLINK "http://deanza.fhda.edu/ir/program-review.14-15.html" http://deanza.fhda.edu/ir/program-review.14-15.html .FTEF for the 2014-2015 AY increased slightly by 5.5% from 5.4 the previous year to 5.7 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.Full Time faculty=18.3% compared to a decrease in Part Time faculty ( -5.2%. ) Full Time Faculty Teaching is 26% to Part Time faculty teaching is 70% or a 13:35 ratio.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 are deeply concerned about the disappearance of a budget for photocopying. For students who have limited Internet and printer access, moving course materials online with no option for instructors to provide paper copies creates a problem of adequate student access to course content. Ending the use of printed materials in class is therefore an equity issue that will have a disproportional impact on the most vulnerable students. Because all classes are now limiting printed instructional materials to students, the burden on students for printing many different materials for each class has led them to prioritize the printing of some things for their classes (typically graded assignments) over other things (typically required readings or worksheets). This has led to students not being adequately prepared for classes, not learning as effectively with the support of these learning resources, and not being engaged as much as before in class discussions and activities. All of these things have contributed to a lowering of learning outcomes in our courses, particularly for the least academically prepared and least resourced students. Printed instructional materials are one of the most basic resources that students and teachers rely on to meet the most basic teaching and learning needs. The ability to provide students with necessary materials for courses can indeed be enhanced by using online and other paperless technologies, but these technologies do not replace the need for providing printed instructional materials to students.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 has consistently increased over the past three years. We have experienced a 7.9% increase in enrollment over the past three years (since the 2012-2013 school year). Our most significant yearly increase occurred from the 2013-2014 AY to the 2014-2015 AY in which department experienced a 6.19% increase in enrollment. The year 2014-2015 saw another increase of 1.7% and the addition of one section. We also increased which by 2.6% in the last year.II.B.1Overall Success Rate What significant changes in student success rates have you seen in the last three years?For targeted populations, we have seen a 4% increase in success rates, going from 68% in 2013-2014 to 72% in the 2015 Academic Year. General success rates have remained the same from the 2013-2014 AY to the 2014-2015 AY, at 76%. However, over the past three years (since the 2012-2013 school year), we have seen a 2% increase in overall success rates even as our enrollment and grades awarded grew. The improvement in success rates over this time, given that success rates for the general and non-targeted populations have remained flat for the passed two years actually reflects a rise in success rates for targeted populations, indicating that the department is going in the right direction toward closing the equity gap. For targeted populations, our success rates are at 72% vs. the general success rate of 76% mentioned above. However, while this is a moderate level of success compared to overall success rates, when comparing the success rates of targeted groups (72%) to non targeted groups (81%) a different picture emerges in which we have a 9% equity gap between our targeted and non-targeted students. Still, this percentage represents an improvement from the 2013-2104 year, in which the equity gap was at 10%. So overall, we have seen a decrease in the equity gap for targeted populations this year, due to a rise in success rates for targeted populations.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.)One of the biggest threats to our department this year was the result of a college-level policy/mandate. The Vice President of Instruction enacted a mandate to uncross list all courses across the campus. This has led to the loss of one course, Race, Ethnicity and Inequality which was crosslisted as ICS-Sociology 4. This course was included in our AA-T degree and was part of our core Sociological offerings. The loss of this course has resulted in the decrease of breadth and scope in our course offerings, threatens the interdisciplinary nature of our course offerings, and will most likely negatively impact our enrollment although it remains to be seen to what degree that will be the case. Due to faculty concern that this mandate was carried out in violation of State Education Code that grants faculty purview over matters of curriculum, the faculty launched a campaign through the academic senate to have this policy halt and allow for courses to be re-crosslisted. However, this matter remains unresolved. We have 6 other cross-listed offerings (or 42% of our course offerings) that we are in danger of losing or having be negatively impacted in terms of enrollment should this policy continue. Also at the college level, we are still deeply concerned about the disappearance of a budget for photocopying. For students who have limited Internet and printer access, moving course materials online with no option for instructors to provide paper copies creates a problem of adequate student access to course content. Ending the use of printed materials in class is therefore an equity issue that will have a disproportional impact on the most vulnerable students. Because all classes are now limiting printed instructional materials to students, the burden on students for printing many different materials for each class has led them to prioritize the printing of some things for their classes (typically graded assignments) over other things (typically required readings or worksheets). This has led to students not being adequately prepared for classes, not learning as effectively with the support of these learning resources, and not being engaged as much as before in class discussions and activities. All of these things have contributed to a lowering of learning outcomes in our courses, particularly for the least academically prepared and least resourced students. Because our department takes part in several student success programs that serve academically underprepared (basic skills) students, this is not an insignificant matter. Printed instructional materials are one of the most basic resources that students and teachers rely on to meet the most basic teaching and learning needs. The ability to provide students with necessary materials for courses can indeed be enhanced by using online and other paperless technologies, but these technologies do not replace the need for providing printed instructional materials to students. At the state level, we are concerned about the punitive effects of the Student Success Act implementation, especially for those students without access to middle class cultural capital. Furthermore, this legislation fundamentally undermines the mission of the community college as a democratic institution responsive to local communities and committed to the principle of lifelong learning. Lastly, also at the state level, the anxiety produced by the accreditation process and the need to fulfill the ACCJCs particular emphasis on a technocratic and bureaucratic student learning outcomes assessment process as well as the Districts falling enrollments and their impact on the budget has meant that the rich and community building conversations that we used to hold about pedagogy and curriculum through the Conversation/Application/Reflection process in the Social Sciences and Humanities process were replaced by paperwork and enrollment management. This has led to an overall degradation of a community of practice in our division in addition to decreasing morale. 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 )We saw overall growth in the enrollment of targeted populations in the sociology department. For the AY of 2014-2015, targeted groups comprise 49% of the overall students enrolled in sociology courses, this is up from 48% the previous year. In fact, the growth in overall enrollment for our department was due to the growth of enrollment of targeted populations because the enrollment of non-targeted students actually decreased very slightly (from 1316 to 1309) in the 2104-2015 school year. For African Americans, their enrollment is roughly 8%. For Filipino students, enrollment comprises 8% of the population as well. For Latinos, enrollment in sociology courses is the most substantial of all targeted groups at 33%. 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 Comprehensive Program Review, the department made a commitment to maintaining diversity in our faculty and continued professional development in the areas of student equity and multicultural curriculum. We have maintained faculty diversity since then. We have also continued that professional development. Faculty members in sociology have continued to participate in our cohort programs that serve targeted students, such as FYE, PUENTE and the Sankofa program. In addition, faculty in sociology have been Co-Chairs of the DARE taskforce to better meet the needs of our most vulnerable students. Through DARE work, the faculty have also been involved in professional development geared toward targeted groups in developmental courses.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.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 departmental equity plan for the 2014-2105 school year was to have faculty continue to participate in the Conversations, Application and Reflection C.A.R. activities of the division and to continue to have the faculty in our department participate in professional development focusing on students who test into the developmental level as well as targeted student populations. This year, we had a high rate of participation in our department for the C.A.R. activities and assessment. Our faculty have continued to be involved in staff development focused on developmental and targeted groups. In addition, Steve Nava one of our adjunct instructors has been working closely with the equity office and has helped to lead the equity effort within our department.  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%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 2019.20%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 are deeply concerned about the disappearance of a budget for photocopying. For students who have limited Internet and printer access, moving course materials online with no option for instructors to provide paper copies creates a problem of adequate student access to course content. Ending the use of printed materials in class is therefore an equity issue that will have a disproportional impact on the most vulnerable students. Because all classes are now limiting printed instructional materials to students, the burden on students for printing many different materials for each class has led them to prioritize the printing of some things for their classes (typically graded assignments) over other things (typically required readings or worksheets). This has led to students not being adequately prepared for classes, not learning as effectively with the support of these learning resources, and not being engaged as much as before in class discussions and activities. All of these things have contributed to a lowering of learning outcomes in our courses, particularly for the least academically prepared and least resourced students. Printed instructional materials are one of the most basic resources that students and teachers rely on to meet the most basic teaching and learning needs. The ability to provide students with necessary materials for courses can indeed be enhanced by using online and other paperless technologies, but these technologies do not replace the need for providing printed instructional materials to 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 Our enrollment is back up to its level at the previous comprehensive program review, and has been trending up for the last several years.V.C1Faculty Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless 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.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.Division Scheduler, an analyst who can write the program reviews for the departments in our division, and who can coordinate SLOs for our department.V.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.Currently the scheduling for the division, as well as the coordination of SLO assessment and the writing of program reviews are all fall on faculty to complete. These tasks, pull our already limited energy and time out of providing the best resources, support and feedback for our students, particularly the students who need us the most. When faculty must take scheduling assignments home, complete overly technocratic and complicated program reviews, schedule and conduct SLO and PLO assessments, it negatively impacts our teaching and therefore negatively impacts student success. It means that students get less feedback on assignments, are given less mentoring, and are exposed to less creative and innovative lessons and teaching techniques. V.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 . . . )60 ipads 20 digital cameras with movie recording function 20 external hard drives. Final Cut Pro Editing Software for all laptops and ipads 60 laptops 100 new film titles to replace the aging film library for the sociology department The ipads and laptops must have access to wireless internet and/or hard wire internet access. 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 As shown in our SLO reports, while our targets have been met, we still have room for improvement with regard to pass rate. This equipment will be used by students enrolled in sociology courses. Increasingly in our C.A.R. conversations, sociology instructors have pointed to the importance of engaging students in real-world or project-based learning as a means to boost not only student learning outcomes but also student success rates among targeted groups. The First Year Experience, SANKOFA and PUENTE cohorts that our faculty have taught have used the medium of documentaries to engage students in analyzing their communities through a sociological perspective, but also to call attention to, and advocate for change in their respective communities. In general- population courses, photo essay projects have also been used to help students develop a sociological perspective and deep understanding of the value of an ethnographic approach to viewing and studying communities. In addition, these particular projects facilitate the development, if not the mastery of the following institutional core competencies: Information literacy (as students must research the subjects of their projects and learn how to evaluate particular resources), civic capacity for social justice and advocacy (as students learn about social injustice within their communities as the focus of their film and photo essay projects and call attention to changing them through the medium of these projects), strengthening of communication skills and critical thinking (as students must learn about rhetorical devices both visual and written in constructive effective presentations and also must think critically about how to reach, effect and/or persuade audiences). Students report that the documentary and photo essay projects are incredibly powerful and meaningful and engage them in the learning process in a much more active, creative and analytical way.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.A social sciences and humanities computer labV.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? Currently, there is no computer lab on campus that can be reserved by faculty in the Social Sciences and Humanities for the purposes of teaching students in real-time data analysis techniques, online research, library and web-based research, and writing. There is no computer lab available for SSH students working on SSH assignments. This will become an increasing disadvantage for SSH students with the termination of student fees and the increasing use of electronic documents. In addition, students without space to conduct or work on projects for the project-based learning approach in our courses will be at a disadvantage compared to their well-resourced counterparts. We could go on at great length about the need for such a labfeel free to contact us for a full pitch on the subject.V.G.Equity Planning and SupportHas this work generated any need for resources? If, so what is your request?As mentioned above, C.A.R. conversations have called attention to the need to secure technology for project based learning and active learning approaches within our classrooms to reduce the equity gap. However these approaches are only effective if students have equal access to resources. Because of the digital divide, many students have internet access only through their cell phones, if at all. Some students use their phones to compose essays for class. This is how the ipads and laptops mentioned above, not to mention the social science computer lab, can greatly impact student success rates and help our department narrow the equity gap.V.H.1Other Needed ResourcesList resource needs other than faculty, staff, facility, and equipment needs. For instance, assistance in working with counselors, finding tutors to work with students, support for assessment projects.V.H.2Other Needed Resources JustificationDo you have assessment data available to justify this request? If so, provide the SLO/PLO assessment data, reflection, and enhancement that support this need. If not, provide other data to support this need. V.J. B Budget 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.We will need a sizable increase in our B budget for copying fees with the elimination of student fees. Many will argue that all materials should simply be placed online but there is a significant DIGITAL DIVIDE among our students and many of them do not have consistent access to a computer. Requiring students to access documents online will systematically disadvantaged those students who are already most marginalized and vulnerable. 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 Funding to send all full time and part time faculty to the American Sociological Association Conference on a yearly basis as well as to pay the dues for each sociology instructor for the association.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 needAttending this conference would help to give part time instructors equal access to the staff development opportunities of this professional conference. Paying for faculty to attend this yearly conference would help to keep us current in our field, introduce us to new methods for teaching sociology as well as keep us connected to a community of sociologists. All of this would help to improve our teaching within the classroom, help us refresh our course content as well as our pedagogical strategies.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?We can assess the impact of any additional resources by looking at whether our targets for our SLOs are met with higher pass rates and comparing newer pass rates or overall student success rates with those of previous years. We can also use previous years project grades and compare them to new project grades to determine if access to these resources had an impact. Submitted by: APRU writers name, email address, phone ext.Maristella Huerta Tapia  HYPERLINK "mailto:tapiamari@fhda.edu" tapiamari@fhda.edu Extention 5721Last Updated:Give date of latest update (Set next box to YES when done and ready for Dean review).April 14th 2016     ý College Comprehensive Program Review IPBT Approved 11/24/2015 PAGE  PAGE 1  TIME \@ "MMMM d, yyyy" April 22, 2016 ý College Annual Program Review Update-revised 4-14-12 Spring 2012  .78Co y  0 2 5 L ννννάߛߍqccRcRcRc h5cjh(CJOJQJ^JaJh(CJOJQJ^JaJhDkCJOJQJ^JaJhffCJOJQJ^JaJhPxCJOJQJ^JaJ h5cjhm CJOJQJ^JaJ hVF0hm CJOJQJ^JaJ hdhPxCJOJQJ^JaJ hdhm CJOJQJ^JaJhm CJOJQJ^JaJ#hPxhPx5CJOJQJ^JaJ   > r    E 5d$& #$/Ifb$gd<#d$& #$/Ifb$gd0 8dgd 8dgd dgdm     5 : Z [ \ h ´´Уm[Mhm CJOJQJ^JaJ#jhm CJOJQJU^JaJ$h;h(0JCJOJQJ^JaJ h(h(CJOJQJ^JaJ#jh(CJOJQJU^JaJ hVF0hm CJOJQJ^JaJhdCJOJQJ^JaJh/CJOJQJ^JaJ h5cjhm CJOJQJ^JaJh(CJOJQJ^JaJ h5cjh(CJOJQJ^JaJ         J K    Ͽϛn]n]n]n]n]nnL hjhm CJOJQJ^JaJ hhCJOJQJ^JaJ hhm CJOJQJ^JaJhCJOJQJ^JaJhPxCJOJQJ^JaJ 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