ࡱ> "% ! hbjbj 7^( HHHHH\\\8\RM <4   %lK'LLLLLLL$rP(S`LH( ((L+HH  M+++(ZH H L+(L++R1FH}橡])Z%GL"M0RMCGS*S<H+HHI(((LL+(((RM((((S((((((((( * :   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 DescriptionDepartment Name: Spanish.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) To offer introductory and intermediate level curriculum on the language and cultures/contributions of Spanish-speaking world areas, with focus on developing accuracy and fluency in (oral/written/culturally appropriate) communication skills, as established by ACTFL (American Council on the Teaching of Foreign Languages). The program strives to serve transfer students, those who wish to fulfill career objectives, and those who wish to deepen a sense of functionality and/or belonging within Spanish-speaking communities.I.A.1What is the Primary Focus of Your Program?Select Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/ATransferI.A.2Choose a Secondary Focus of Your Program.Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/ACareer/Technical, Personal enrichmentI.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.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 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:  HYPERLINK "/workforceed/ged/" /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 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 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 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 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.edu/ir/program-review.16-17.html" http://deanza.edu/ir/program-review.16-17.html 4.1I.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.edu/ir/program-review.16-17.html" http://deanza.edu/ir/program-review.16-17.html .FT 0 PT -%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.EnrollmentII.AEnrollment Trends What significant changes in enrollment have you seen in the last three years? Refer to  HYPERLINK "http://deanza.edu/ir/program-review.16-17.html" http://deanza.edu/ir/program-review.16-17.html There is modest yet consistent improvement in ALL the Enrollment Trend figures when comparing the 5-yr %Inc vs. 4-yr %Inc columns, despite all figures still being negative. The most noticeable improvement is in Census Enrollment (c.f.,-17% to -12.5%): our current figure is in fact very similar to the Colleges (-11.2%). And the Departments productivity (-3.1%) triples the Colleges-(9.4%).II.B.1Overall Success Rate What significant changes in student success rates have you seen in the last three years?The Departments 2016-2017 overall student success rate (75%) is closer to the IIS Divisions (76%) and the Colleges (77%) than it was at 73% in 2015-16 (c.f., Division 76% and College 77%). Moreover, the Department has narrowed the (target vs. non-target) student success gap from 5% (2015-2016) to just 1% (2016-2017). However, there is now more differentiation among the targeted groups than there was before BECAUSE Latinos and Filipinos now exceed the departments overall success rate of 75%, but African Americans are now farther below than they used to be from the ACCJC institutional standard of 60%. (Latino/a and Filipino/a success rates have each increased by 6% (to 78% and 79% respectively) and the success rate of African American students has decreased by 15% from 53% to 38%/) 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://deanza.edu/ir/state-of-the-college-related-information/pdf/Institutional_Metrics_2016.pdf" http://deanza.edu/ir/state-of-the-college-related-information/pdf/Institutional_Metrics_2016.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.)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  HYPERLINK "http://deanza.edu/ir/program-review.15-16.html" http://deanza.edu/ir/program-review.15-16.html)Slight decrease of 1% in AFRICAN AMERICAN enrollment (now 4%) for both the Department and the Division (c.f., College figure of 4% hasnt changed since 2015-6). Like the College, the Department has had no change since 2015-16 in its 7% of enrolled FILIPINO students (c.f., Division increased from 6% to 7%). LATINO/A enrollment in the Department is now 41%, from 39% in 2015-16. This is 16% higher than at the college level and 13% higher than at the division 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 For targeted groups, the Department has narrowed the student success gap from 5% in 2015-2016 to just 1% in 2016-2017 (c.f., Colleges 11% and Divisions 14%). The departmental success rate has also reached a record high of 75%. Finally, this is the first time that both Filipinos and Latinos perform a few percentage points above the departmental rate(c.f., 79% and %78 respectively.)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://deanza.edu/ir/state-of-the-college-related-information/pdf/Institutional_Metrics_2016.pdf" http://deanza.edu/ir/state-of-the-college-related-information/pdf/Institutional_Metrics_2016.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. Above 60%: Latino/a and Filipino/a success rates have each increased by 6% (to 78% and 79% respectively.) Below 60%: The success rate of African American students has decreased by 15% from 53% to 38%/) In partnership with LEAD, the Spanish department is now building a peer mentoring program. In tandem, were gearing our curriculum and pedagogical practices to embrace the familia model. Spanish Dept faculty Kimberly Vinall is currently teaching ICS 2A (Introduction to Peer Mentoring, Leadership, and Community Building) with S designation to officially jumpstart the program. Moreover, within our Spanish classrooms, we are identifying students of targeted populations (especially but not limited to Latinx) who may be a good fit for mentor training. One of the primary goals is to pair student mentors with their peers from targeted populations who are enrolled in our classes, with more emphasis now on increasing the success rates of African-American students and keeping the other targeted populations at the first-time record high levels reported above. In the mentoring program, mentors receive training to assist in the language classroom by providing academic mentoring as well as support in other areas of learners professional and personal lives. An added benefit for Latinx mentors is that they receive validation of their skills in the Spanish language and encouragement to continue formal study of their heritage language. We are confident that this program will benefit all targeted groups by helping us to identify needs, intervene early and support student retention and success. The Spanish Dept also has a plan for ourselves as faculty to become better equipped to approach, engage and sustain our African American students in meaningful and effective ways. We intend to formally reach out and initiate collaboration with the counseling staff of the Men of Color Community . 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? Spanish faculty Carmen Lizardi-Folley and Kimberly Vinall have undertaken outreach activities designed to increase student enrollment, particularly for targeted groups. They organized a world languages table at the Global Issues Conference on February 28. Carmen Lizardi-Folley, together with students, has also begun work on designing logos and slogans for promoting both the World Languages Departments in general and the Spanish Department in particular, to be used at these events as well as on the departments website  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 2019.0IV.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 2019.21%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. Please refer to Deans summary for the IIS Division.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.15-16.html" http://deanza.edu/ir/program-review.15-16.html Please refer to Deans summary for the IIS Division.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):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.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.Growth. 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.The department requests a long term student intern or staff person to provide much needed clerical/web page support of ongoing and forthcoming projects/tasks related to: maintenance and expansion of the departments now outdated web page. With the enrollment crisis, it is critical to provide prospective and current students with frequent updates on scheduling changes in our course offerings, a more student-friendly site with pre-requisite clearance and placement exam protocols; publicity about upcoming courses with S designation and/or hybrid/fully online delivery; recruitment of student mentors; and information about cultural and outreach events on campus, plus future developments in the Spanish and the other World Languages Departments (e.g., World Languages Student Club; Certificate of Achievement in Spanish; a Spanish-English Translation and Interpreting Certificate offered though the creation of a Career Technical Education Program) the department is hoping to extend the placement exam protocol to include all incoming Spanish students. Staff assistance is needed for signing in students and proctoring them while they take the departments online placement exam, whether it be at the LARTS ATC lab, the Open Media Lab, the Media Learning Center, or at the Placement Testing Lab (Office of Assessment). V.E.1Equipment RequestsA drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested No equipment requested.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 . . . )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 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.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? V.G.Equity Planning and SupportHas this work generated any need for resources? If, so what is your request?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.Funds to print and distribute materials such as banners, posters, postcards and flyers to promote the Spanish Department, both off & on campus and during outreach events. Funds to pay student mentors and to buy training materials or cover the cost of other training opportunities (e.g., conferences, workshops).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.Well respected research findings by LEAD faculty on campus (and by others in various other institutions and fields) confirm the retention and success benefits of implementing the familia model in the classroom and of providing training to student mentors.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.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 V.K.2Staff Development Needs JustificationDo you have assessment data available to justify this request for staff development? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this needVI.Closing the LoopHow do you plan to reassess the outcomes after receiving each of the additional resources requested above? N.B. For the Comprehensive Program Review the question becomes What were the assessments showing the results of receiving the requested resources over the last five years?Student enrollment & success statistics generated by the campus for Program Review. Submitted by: APRU writers name, email address, phone ext.Carmen M Lizardi-Folley (PE-667)  HYPERLINK "mailto:lizardifolleycarmen@fhda.edu" lizardifolleycarmen@fhda.edu x8679 Kimberly Vinall (MCC 14-H)  HYPERLINK "mailto:vinallkimberly@fhda.edu" vinallkimberly@fhda.edu x5448 Rubn Abrica-Carrasco (MCC 14-G) X5762Last Updated:Give date of latest update (Set next box to YES when done and ready for Dean review).04-16-2017     ý College Comprehensive Program Review 2015-2020 2017-18APRU PAGE  PAGE 1  TIME \@ "MMMM d, yyyy" April 17, 2018 ý College Annual Program Review Update-revised 4-14-12 Spring 2012  .78C= ?      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