ࡱ>  q=bjbj*.*. 7HDHDH4(b b 22222FFF8~"F!4,:84lllG"i u3333333,M79@32}GG}}3_22ll3___}2l2l3_}3__L/0@vl5*/330!4/?:_?:(0_0X241P}}}33_}}}!4?:}}}}}}}}}b :   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. You will be able to copy and paste or type in your information into the TracDat boxes. SAVE OFTEN WHILE ENTERING INFO!!!!! ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. You will save program review as a pdf through the print option of your browser. This is the document you will send to your Dean and it is the document that will be posted on the ý website. 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 Vasconcellos Institute for Democracy in Action is a program dedicated to helping the college meet its core competency in Civic capacity for global, cultural, social and environmental justice. It is also responsible for fulfilling the institutional metric that Six percent of students with a goal of transfer or degree will have enrolled in at least one course having a community engagement component each Fall. Department Name: Vasconcellos Institute for Democracy in Action (VIDA)Program Mission Statement:VIDA works to empower students to become agents of change in their communities and beyond; to foster education that meets the needs of the communities we serve; and to help develop pathways to meaningful participation in local, state, and federal government decision making processes. I.A.1What is the Primary Focus of Your Program?Academic ServicesI.A.2Choose a Secondary Focus of Your Program.Career/TechnicalI.B.1# Certificates of Achievement Awarded14I.B.2# Certificates of Achievement-Advanced Awarded:I.B.3# ADTs (Associates Degrees for Transfer) AwardedI.B.4# AA and/or AS Degrees Awarded:I.C.1 CTE Programs: Impact of External TrendsI.C.2CTE Programs: Advisory Board Input: I.D.1Academic Services and Learning Resources: # Faculty ServedWe serve all 1000 ý faculty through our institutional work to transform the mission and practices of the college We had 7.2 FTEF doing service classes. That is a 39.3% increase over the 4 year period. I.D.2Academic Services and Learning Resources: # Students Served2,539 students enrolled in our S classes. That was a 28.3 increase over the 4 year period. 14 students graduated in our fourth cohort of the certificate program. 900 students in LEAD* 11 students gained leadership experience received training and got financial support through our VIDA internship We serve the campus approximately 1000 undocumented students through our HEFAS** program. There are 60 active members of HEFAS. Three student received paid internships through HEFAS The college has an institutional goal that Six percent of students with a goal of transfer or degree will have enrolled in at least one course having a community engagement component each Fall. In the Fall of 2015 we had 873 students do that. That is a total of 4.4%. To meet the goal of 6% we need 321 more students per Fall. We estimate that we need an average of 8 more sections doing S designated classes per Fall to achieve the colleges goal by its 2020 target. We have a plan to meet that target, which includes our successful work to have the college pass a GE requirement for classes in Environmental Sustainability and Global Citizenship, work with deans to encourage them to allow faculty who wish to teach more S classes, and specific work with the Environmental Studies department, which is wishing to move into doing more S classes. *Latino Empowerment at ý **Higher Education for AB540/Undocumented StudentsI.D.3Academic Services and Learning Resources: # Staff ServedWe began discussions with classified staff for a pilot program for civic engagement for staff. That program is going into its pilot phase in 2016/17. We expect this will transform the campus culture in ways that foster civic engagement among many classified staff, and that it will contribute to the colleges equity agenda by helping classified professionals to be more engaged with the goals of the college. I.E.1Full Time Faculty (FTEF) We have one FTEF as our director, Cynthia Kaufman. She teaches 2 classes per year, and is director for the rest of the time. I.E.2# Student Employees VIDA has three student staff who work in the office 10 hours a week each. We also have 11 paid student interns who we mentor. I.E.3Full-time to Part-time ratio % of Full -time Faculty Compared to % Part-time Faculty Teaching I.E.4# Staff EmployeesOne full time grant funded program coordinator I.E.5Changes in Employees/ResourcesHaving a full time staff person has changed our program enormously. We are now able to provide systematic training and mentoring to the student interns, who run our intensive engagement projects. Having a staff person has enabled Cynthia, the director, to spend time working on more campus wide projects, and to attend more to our service learning program. One exciting new project has been the graduation requirement in Environmental Sustainability and Global Citizenship. Cynthia has been able to work with faculty to revise their courses to fulfill that requirement. EnrollmentII.AEnrollment Trends Service: In our Service classes enrollment has increased 28.3% in the four year period LSC*: In the classes that count in our LSC cohort we had a total of 185 students. This was a 59% increase over the four year period. LEAD: This years LEAD cohort was smaller than usual because several faculty members were on PDL. LEAD has a fairly stable enrollment at 1000-1500 students per year. *LSC= Leadership and Social Change CertificateII.B.1Overall Success Rate Service: Overall success in our Service classes is: 78% LSC: Overall success in the classes that count for the LCS cohort was 81%. Note that many students who are not planning to get the certificate take these classes. We are not able to track success rates for LEAD, because that analysis would have to be done at the individual class level and we do not have access to that data. II.B.2Plan if Success Rate of Program is Below 60% NAII.CChanges Imposed by Internal/External Regulations NAEquityIII.AGrowth and Decline of Targeted Student Populations For our S classes enrollment of African Americans, Filipinos and Pacifica Islanders is virtually unchanged at 5%, 8%, 1% respectively. Our Latino enrollment gradually increased from 25%-33% For our LSC classes enrollment of African Americans, Filipinos and Pacifica Islanders is virtually unchanged at 4%, 7%, 1% respectively. Our Latino enrollment gradually increased from 25%-28% Our enrollment demographics for targeted students are almost identical with those of the college as a whole. III.BClosing the Student Equity Gap: Service: Overall success for targeted students is 74%, a 6% increase over the 4 year period. The success rate for our non-targeted students is 81%. The achievement gap has gone from 12% to 7%. A very significant improvement. LSC: The success for targeted students in our LSC cohort classes was 75%. The achievement gap numbers and success numbers in this group fluctuates wildly. I believe this sample is too small to have statistically significant results. The total of students taking classes which count for our cohort is 185 students. The achievement gap number for this period was 12%. In 2012/13 it was -9, in 2013/14 it was 15, in 2014/15 it was 7. We are not able to track success rates for LEAD, because that would have to be done at the individual class level and we do not have access to that data.  III.CPlan if Success Rate of Targeted Group(s) is Below 60% NAIII.DDepartmental Equity Planning and ProgressWe continue to monitor the achievement gap and to work on making our curricula relevant and accessible for our targeted students.  Assessment CycleIV.APLOAC SummaryOur administrative unit outcome is that we will increase students Civic capacity for global, cultural, social and environmental justice. To meet this goal we worked with many stakeholders to pass a graduation requirement in Environmental Sustainability and Global Citizenship; we worked to increase the number of our students taking in service learning classes; we are continuing to assess our student civic learning with the Community College Survey of Student Engagement (CCSSE). That study is administered every other year, and thus there are no results for 2015. IV.BSLOAC SummaryNAResource RequestsV.ABudget TrendsWe are in the second year of a three year donation of $150,000. This allowed us to hire our program coordinator. V.BFunding Impact on Enrollment TrendsHaving a program coordinator has made a huge difference in our ability to do our work with depth and thoughtfulness. I believe some of the increases we see in our S classes has been the result of this work. Cynthia has been freed to devote more time to the service learning program. It should also impact the enrollment in our certificate in Leadership and Social Change, as we will be able to devote more time to recruiting for that program. V.C1Faculty Position(s) NeededWe would like to have a counselor scheduled to spend 20% of their time with VIDA, HEFAS and LEAD. V.C.2Justification for Faculty Position(s):This would be helpful to have that person available in our spaces and well trained in the specific issues our students face.V.D.1Staff Position(s) Needed 1 FTE Classified Program Coordinator= $75,000V.D.2Justification for Staff Position(s):We need institutional funding for our program coordinator position to work 2/3 time for VIDA and to run HEFAS as the other part of their work. As we see an increased attack on undocumented immigrants, the work we will need to do to serve this significant part of our population also increases. It is estimated that ý has 1,000 and 1500 undocumented students, or around 20% of our students. Given the circumstance of their lives this is one of the most at risk populations we have. As HEFAS has become more successful and done quality outreach, we have found undocumented students are beginning to come to ý because of our commitment to them. It is an honor for us to serve them, and we believe we are serving them well. But this commitment needs to be institutionalized. At present HEFAS receives funding from DASB, an outside grant for interns, and an outside grant for our program coordinator who mentors HEFAS. At present there is no institutional funding at all for HEFAS. The grant funding for our program coordinator will only last through 2017/18. V.E.1Equipment RequestsOver 1000 V.E.2Equipment Title, Description, and QuantityTwo new computersV.E.3Equipment JustificationWe have many interns using our office to do their work, and most use their own laptops. Their work would be greatly facilitated by having two more desktop computers in the office. V.F.1Facility RequestWe would like to have a larger space for HEFAS as well as a training room. The East Cottage classroom would be perfect for this. Because that classroom is very small, it is unoccupied most of the day. V.F.2Facility JustificationHEFAS has outgrown the very small office they currently work out of. VIDA has an almost constant need for larger spaces to do training and workshops. The work of our program coordinator would be greatly simplified b having her two offices in the same building. V.G.Equity Planning and Support V.H.1Other Needed ResourcesVIDA, LEAD and HEFAS have all operated for many years with a variety of unstable funding sources. All three would like to request stable B budged funding. Below are the needs: VIDA general: $52 $12,000 for student staff $20,000 for our Public Policy School $20,000 for pain interns LEAD: $49,000 $25,000 mentor stipends $ 6,500 events and field trips $15,000 community coordinator $ 2,500 faculty stipends HEFAS: $25,000 $20,000 paid interns $ 5,000 events and trips V.H.2Other Needed Resources JustificationNAV.J. B Budget AugmentationWe are hoping to have a B budget for the first time ever!V.K..1Staff Development NeedsNAV.K.2Staff Development Needs JustificationNAVI.Closing the LoopSubmitted by: Cynthia Kaufman,  HYPERLINK "mailto:kaufmancynthia@deazna.edu" kaufmancynthia@deazna.edu, 8739Last Updated:     ý College Comprehensive Program Review 2015-2020 2016-17APRU PAGE  PAGE 5  TIME \@ "MMMM d, yyyy" April 18, 2017 ý College Annual Program Review Update-revised 4-14-12 Spring 2012  .78C      J K q r t ˹ܨܨqq^qII)jh)hm CJOJQJU^JaJ$h)h(0JCJOJQJ^JaJ)jh)h(CJOJQJU^JaJ h)hdCJOJQJ^JaJ h)hDCJOJQJ^JaJ h)h(CJOJQJ^JaJ#h)hD5CJOJQJ^JaJ h)hPxCJOJQJ^JaJ h)hm CJOJQJ^JaJ#h)hPx5CJOJQJ^JaJ + @ ^ | } F d$& #$/Ifb$gd<#d$& #$/Ifb$gd0 8dgd 8dgd dgdm   8 9 L M i j }  Ŵ~j~[I#h)h4Y5CJOJQJ^JaJh)hS3CJOJQJaJ'h)h,-'5CJKHOJQJ^JaJ'h)h%'A5CJKHOJQJ^JaJ h)hCJOJQJ^JaJ h)hPxCJOJQJ^JaJ h)hm CJOJQJ^JaJ)jh)hm CJOJQJU^JaJ$h)hm 0JCJOJQJ^JaJ$h)h0JCJOJQJ^JaJ A''$d$& #$/Ifa$b$gd0kd$$Ifl\ |)7*$ j t 6 0@844 lae4pytA 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