ࡱ>  Hbjbjaa 7V?>x x HHHHH\\\8 \Hj:4:::n" GGGGGGG,K3NPGHnnGn HH::4Gn n n H:H:Gn Gn n 0@@CPLA"zGG0HnANn ND@Cn @CnHCGGn HNx :   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 DescriptionTo offer introductory and intermediate level curriculum in the language and culture/contributions of Mandarin-speaking world areas, with focus on developing accuracy and fluency in the (oral/written/culturally appropriate) communication skills 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 Mandarin-speaking communities.Department Name: Mandarin DepartmentProgram Mission Statement:Demonstrate a sustained command of vocabulary (recognize and reproduce at least 2000 Chinese words) and language structures necessary to spontaneously and accurately request and provide information, orally and in writing, about a wide variety of topics such as dating, computer and internet, part-time jobs, education, geography of China, etc. It relates to ICC #5 Critical Thinking. Derive meaning from increasingly abstract texts, to interpret a wide range of subtleties of the structure and content of the text. It relates to ICC #1 Communication and Expression. Compose lengthier and more accurate discourse about familiar topics to reflect a sustained command of vocabulary and language structures. It relates to ICC #2 Information Literacy. Demonstrate a steady grasp of the subtleties in the idiosyncracies of Mandarin-speaking cultures, by analyzing and comparing them to ones own culture(s). It relates to ICC #4 Civic Capacity for Global, Cultural, Social & Environmental Justice. I.A.1What is the Primary Focus of Your Program?TransferI.A.2Choose a Secondary Focus of Your Program.Career and Personal EnrichmentI.B.1# Certificates of Achievement Awarded1I.B.2# Certificates of Achievement-Advanced Awarded:NAI.B.3# ADTs (Associates Degrees for Transfer) AwardedNAI.B.4# AA and/or AS Degrees Awarded:NAI.C.1 CTE Programs: Impact of External TrendsNAI.C.2CTE Programs: Advisory Board Input: NAI.D.1Academic Services and Learning Resources: # Faculty Served NAI.D.2Academic Services and Learning Resources: # Students ServedNAI.D.3Academic Services and Learning Resources: # Staff ServedNAI.E.1Full Time Faculty (FTEF) 2.4I.E.2# Student Employees NAI.E.3Full-time to Part-time ratio % of Full -time Faculty Compared to % Part-time Faculty Teaching41% of FT and 59% of PT (2013-14, 2014-15) I.E.4# Staff EmployeesNAI.E.5Changes in Employees/ResourcesNAEnrollmentII.A.1Enrollment Trends The enrollment increased from 662 (2013-2014) to 705 (2014-2015). The sections was 31 (2013-14) but declined to 22 (2014-15). However, the WSCH, FTES, and Productivity increased 6.5% in 2014-15. The percentage of the students of African Ancestry who enrolled in the Mandarin program was 1% for three years (2010-11, 2011-12, 2012-13) and increased to 2 % in 2014-15. The percentage of the Latino/a students who enrolled in the Mandarin program was 5% (2012-13) and increased to 7% (2014-15). The percentage of the Filipino/a students who enrolled in the Mandarin program was 2% (2012-13, 2014-15). II.B.1Overall Success Rate The overall success rate increased from 85% (2013-14) to 87% (2014-15). There is no significant change in student success rates in the last three years. II.B.2Plan if Success Rate of Program is Below 60% The success rate was at 87%.II.CChanges Imposed by Internal/External Regulations The cut off day for the classes with lower enrollment has continuously become earlier before the quarter starts. We offered much less sections and cut a combination course (MAND 4, 5 and 6) in 2013-14. Campus-wide elimination of class material fees caused us a problem. Some of the students couldnt afford to purchase copies from the printing service. Students were having hard time to keep tracking on the digital materials. Some of them have no printers at home. They used phone to check for the tiny prints instead of getting copies. This disturbed the class environment. The pre-requisites which had become effective three years ago also strongly impacted enrollment. This has been a labor-intensive process requiring many additional hours of assessment by both full-time and part-time instructors, as well as by our division assistant and several full time faculty who enter the assessment results into the Banner system. The college does not compensate the additional hours of work to assess and appropriately place students. The registration block that students receive when they try to sign up for Mandarin courses without having been previously cleared, along with the time delay in completing these assessments, has negatively impacted enrollments.EquityIII.AGrowth and Decline of Targeted Student Populations The percentage of the students of African Ancestry who enrolled in the Mandarin program was 1% for three years (2011-12, 2012-13, 2013-14) and 2 % in 2014-15. The percentage of the Latino/a students who enrolled in the Mandarin program was 5% (2012-13) and 7% (2014-15). The percentage of the Filipino/a students who enrolled in the Mandarin program was 2% (2012-13, 2014-15). III.BClosing the Student Equity Gap: Student success rate for African American students in Mandarin was 75% (2013-14) and declined to 42% (2014-15). There were 3 students enrolling in 2013-14 and 5 students enrolling in 2014-15. However, 2 students withdrew in 2014-15 which has impacted on the success rate. Student success rate for Filipino/a students in Mandarin was 61% (2013-14) and increased to 77% (2014-15). Student success rate for Latino/a students in Mandarin was 63% (2013-14) and slightly declined to 60% (2014-15). The success rate for targeted groups declined from 63% (2013-14) to 60 % (2014-15). Only 12% of targeted groups withdrew in 2014-15 compared to 25% of targeted groups withdrew in 2013-14. This indicates that the students were willing to stay in the class until the end, even when they did not do well. One significant explanation for this increase in the equity gap is the difference between our targeted student Withdrawal rate at 12%, compared to the non-targeted withdrawal rate of only 6%. What accounts for this 6% difference in withdrawals? More specific data collection is needed to substantiate instructor observations that economic hardships (students needing to work, housing and transportation challenges that make college attendance unsustainable, increased cost of attendance, etc.) may also contribute to the targeted students withdrawing disproportionately to the non-targeted students. Furthermore, the data didnt give us the detailed information regarding gender and age on target groups who enroll in the Mandarin program. We need to have more data to analyze how to better closing the student equity gap. The Mandarin Department faculty are still working on how to better align with the curriculum for different levels of Mandarin courses and sharing our teaching methods and activities to be more effectively adopted in the classroom and also working on how to create a better learning community to serve students different needs. Moreover, in order to close the student equity gap, we must increase targeted groups' academic orientation and performance. We also need to provide academically successful role models, publicly recognize their achievement, and encourage our faculty to infuse multicultural perspectives into the academic curriculum. The college needs to develop strategies to help them learn to be academically self-motivated and persistent.  III.CPlan if Success Rate of Targeted Group(s) is Below 60% NAIII.DDepartmental Equity Planning and ProgressWe have the need to gather more detailed information that can help inform us about specific factors that contribute to the retention, success, and non-success of our students. We should invest in the creation of an automatically generated online survey sent to students who withdraw or do not pass any course. This survey would include a series of questions designed to capture the students experience and the factors that led to their withdrawal or not passing the course. Furthermore, we would like to adopt a module for closing the achievement gap with research-based and classroom focused instructional and advocacy strategies to help our faculty on: 1. Recognize and build on cultural and equity assumptions and culturally relevant instruction. 2. Create classroom and school environments that facilitate language learning. 3. Absorb, understand and capitalize on language acquisition theory. 4. Recognize language development stages and promising instructional practices for teaching in the classroom and school. 5. Identify appropriate instructional strategies aligned and differentiated to lessons and objectives and goals. 6. Find innovative ways to motivate students to practice academic language skills that are carefully structured and require students to demonstrate growing proficiency. Assessment CycleIV.ACycle 2 PLOAC Summary (since June 30,2014)We have completed the first cycle of our PLOAC (100%). We are continuously working on how to better assess our program by using different methods, make comparisons and furthermore, align together with ICC goals.IV.BCycle 2 SLOAC Summary (since June 30, 2014)We have completed the first cycle of our SLOAC (see #Archived from ECMS; 100%). We still need to slightly revise the cultural part of our SLOs so it can be more easily assessed. All the world languages have the same student learning outcomes so we have to work together with the faculty from World languages to revise the outcome regarding cultural parts. We still need facilities or a lab to help us better serve and assess our students on the listening and speaking portions. Using the language lab, faculty can easily assess students on their listening and speaking portions.Resource RequestsV.ABudget TrendsPlease refer to Deans summary for the IIS Division. The elimination of Class Materials Fees certainly impacted all World Languages programs, since the division B-budget cannot sustain the amount of photocopying that is needed for handout materials (e.g., study guides, project rubrics, worksheets) given to students on a regular basis. Not all students printed the electronic documents that instructors post on Course Studio or send by email through My Portal. And not all students have the financial resources to buy rather pricey custom course packets from Printing Services in addition to buying the textbook. V.BFunding Impact on Enrollment TrendsPlease refer to Deans summary for the IIS Division.V.C1Faculty Position(s) NeededNone needed unless vacancy.V.C.2Justification for Faculty Position(s):NAV.D.1Staff Position(s) NeededNAV.D.2Justification for Staff Position(s):NAV.E.1Equipment RequestsOver $1,500.00V.E.2Equipment Title, Description, and Quantity5 sets for the Level One Part One Textbook (including DVD, CD, Techers Handbook) 3 sets for the Level One Part Two Textbook (including DVD, CD, Techers Handbook) 1 set for the Leve Two Part One Textbook (including DVD, CD, Techers Handbook)V.E.3Equipment JustificationIntended users of the equipment: Faculty at Mandarin Department Intended use of the equipment: We need to update and purchase our teaching materials, such as DVD, CD and teachers handbook to better match our adoption of using the newly 3rd edition of textbook. The old versions are incompatible. Impact on program without the equipment: Lacking of DVD and CD for teachers to use impacts directly to the classroom teaching. DVD versatility allows easy pausing to read subtitles or to decipher a phrase spoken in a foreign language. DVD provides easy repeating of phrases and scenes. The spoken language and the subtitles can be easily switched back and forth to confirm the conversation in Mandarin. Faculty should have accessing to such materials that enable active teaching. Impact on the College Mission: This request promotes the college mission and also has direct and positive impact on our in classroom teaching and it will generate better student learning outcomes. V.F.1Facility RequestWorld Languages departments request language lab space, either in the Media Learning Center or in the newly renovated ATC. In the past, access to the ATC language lab was quite difficult: one was required to schedule dates/times at the beginning of each quarter and compete with other departments that were booking the lab for non-language related courses (e.g., psychology). V.F.2Facility JustificationUsers of this facility: students enrolled in all levels of Mandarin courses (and their instructors) prospective Mandarin students taking the online language placement exam Access to a language lab is one of the most basic requirements for successful experimentation with the sounds of the language (both recognition and production) and for instructors to monitor student progress in these areas. It is really a shame that the World Languages Departments have been without a language lab for so long. In the planning stages of the Media Learning Center, the IIS Division had Spanish instructor Cristina Moreno on the committee, representing the interests of World Languages faculty. Colleague Moreno retired suddenly in 2010, and whatever progress she had made in procuring us with appropriate space went down the drain. The Media Learning Center is now fully functional and there is no designated space for language lab activities. V.G.Equity Planning and SupportWe also need to purchase the sets of DVDs and CDs which to be used in the language lab. V.H.1Other Needed ResourcesNAV.H.2Other Needed Resources JustificationNAV.J. B Budget AugmentationPlease refer to the Deans summary for the IIS Division. Need more funds in B-budget for photocopying exams and quizzes.V.K.1Staff Development NeedsAbsolute lack of adjunct faculty involvement in SLO process may change if compensation is available for those who participate. 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