ࡱ>  Wbjbj +̟̟MB< < 7778/84c8TQ9(94::::; ;uQwQwQwQwQwQwQT(WDwQ;::;;wQ>::Q>>> ;::uQ>;ܲ>>ܱJ?7 <IQL$Q0QIlW>lW J>J5L;;; 77< :    Note: The first column below matches the list of requested information as indicated on TracDat. The second column is where you can input your data at this time. The third column represents the information you would see if you pressed the help button (a question mark). You will be able to copy and paste or type in your information from the center column directly into the APRU on TracDat. Save this word doc in the following format: s12apru_deptname. Last steps, remember, you will be uploading this copy in to the Trac Dat, Documents file. ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. Please refer to your workshop handout or contact:  HYPERLINK "mailto:leewheatcoleen@deanza.edu" leewheatcoleen@deanza.edu if you have questions. Information RequestedInput your answers in columns provided. Use word wrap. Note: reference documents can also be attached. Make sure to note the name of any reference documents in your explanations.  ? Trac Dat Help button will reveal (sorry no hyperlinks) I.A Department Name: EconomicsI.A Program Mission Statement: We provide instruction in the Principles of Economics series including Macroeconomics (Economics 1) and Microeconomics (Economics 2). Additionally, an Economics Issues in Todays world class is taught during Winter 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 quantitative analysis characteristic 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 ethnicities and professional backgrounds. Their collective experience in markets, private, and public sectors in many different societies and cultures throughout the world allow for unique learning opportunities for their students.You may create a new one or copy from your 2008-09 comprehensive program review.I.A What is the primary mission of your program?TransferBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Choose a secondary mission of your program.Basic SkillsBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement AwardedN/AIf applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to: http://research.fhda.edu/factbook/deanzadegrees/dadivisions.htm Leave blank if not applicable to your programI.B.1 Number Certif of Achievement-Advanced awarded:N/AIf applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to http://research.fhda.edu/factbook/deanzadegrees/dadivisions.htm leave blank if not applicable to your programI.B.1 Number AA and/or AS Degrees awarded:N/AIf applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to http://research.fhda.edu/factbook/deanzadegrees/dadivisions.htm leave blank if not applicable to your programI.B.2a Academic Services and LR: # Faculty ServedIncreasedOnly for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Student ServedIncreasedOnly for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Staff ServedIncreased Only for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programII.A.1-Growth and Decline of targeted student populationsThere was a minor drop in success rates and an uptick in Non success rates for targeted groups between the two years 2010-11 and 2011-12. These trends are consistent with the trend at the Division level. While success rates for targeted population went up by a tick, their withdrawal rates was higher at the College level, unchanged at the Division level and in fact dropped at the department level. Within the targeted groups, the success rates for Native Americans increased from 68% to 73%, an astounding increase for Pacific Islander from 48% to 76% and an impressive increase in Filipino success rates from 54% to 62% These numbers were significantly higher compared to the Division and College numbers. There was a slight drop in success rates for African Americans from 54% to 52%. The success rates for Hispanics dropped from 60% to 55%.These numbers were consistent with the Division numbers and slightly off from the success rates at the College level.Briefly, address student success data relative to your program Growth or decline in targeted populations (Latina/o, African Ancestry, Pacific Islander, Filipino) refer to the sites: (Program reviews 2008 - 2010 available at: http://research.fhda.edu/programreview/DAProgramReview/DeAnza_PR_Div_pdf/DeAnzaProgramReviewDiv.htm AND program review data 2010-11 & 2011-12 at http://www.deanza.edu/ir/program-review.html)II.A.2 Trends in equity gap:The increase in success rates for some of the targeted groups like Native American, Pacific Islander and Filipino groups was quite impressive. The fall in success rates for Hispanics and African American (small drop) needs to be addressed. Informal discussion with colleagues revealed that some students feel less connected and less engaged within the class and with the class material.Refer to http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf, p.16. Briefly address why this has occurred.II.A.3 Closing the student equity gap:Withdrawal rates for targeted groups continue to drop and have fallen to an all time low at 17%. Success Rates for Targeted groups as well as non targeted groups fell by a small tick and Non success rates went up by a small tick. Efforts will be made in the coming quarters to have more interdepartmental dialog to address the issue. Some suggestions were made to engage them more by offering Adjunct Skills and make efforts to help students connect with the material, e.g. class examples, assessment material. What progress or achievement has the program made relative to the plans stated in your programs 2008 -09 Comprehensive Program Review, Section III.B, towards decreasing the student equity gap? See IPBT website for past program review documentation: http://deanza.edu/gov/IPBT/program_review_files.html If a rationale for your strategies was not stated in the 2008-2009 CPRU, then briefly explain now. II.A.4 Overall growth/decline in # students:Enrollment for our department has increased (flat %.)(From 4578 to 4585)This increase is in sharp contrast with the drop in enrollment level at College level.Briefly address the overall enrollment growth or decline of a comparison between all student populations and their success.II.B Changes imposed by internal/external regulations Transfer Model Curriculum (As per SB 1440) for Economics just came up for peer review very recently (5/2/2013). We anticipate extensive discussion within our Department about how to work towards creating Economics major for our students.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.)II. C Progress in Main Areas of ImprovementFaculty members have worked rigorously towards increasing enrollment, working towards assessing Student learning outcomes and Program learning outcomes. Our department has achieved remarkable success in SLOAC cycles (192.3%) and PLOAC cycles (150%).Based on the 2008-09 Comprehensive Program Review, Section I.C. "Main Areas for Improvement", briefly address your program's progress in moving towards assessment or planning or current implementation of effective solutions.II. D CTE Programs: Impact of External Trends:Career Technical Education (CTE) programs, provide regional, state, and labor market data, employment statistics, please see "CTE Program Review Addenda" at: www.deanza.edu/gov/IPBT/resources.html 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.II. E CTE Programs: Advisory Board Input:Career Technical Education (CTE), 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.III.A. 1 PLOAC Summary(6/2)*100 = 150%Give the percentage of Program Level Outcome statements assessed to date. Run 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 courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.A.2 Enhancement based on PLOAC assessmentStatements PLO1: Develop a critical way of thinking with the goal of optimal decision- making in everyday life using marginal benefit and marginal cost concepts. PLO2: Demonstrate the ability to analyze and understand the current economic situation using diverse economic theories and how they impact society's wellbeing. The following Enhancements ere suggested based on the Reflection and Analysis that preceded it. Enhancements #1. Arrange the questions in a specific order, eg; all questions matching PLO1 followed by all questions matching PLO2. #2. Protocol for data reporting will be communicated to all faculty members in the department so there is uniformity in reporting and collection of the data as well as facilitate a more efficient interpretation of the data. These suggestions include reporting the data in terms of %age for each question. Reflection and Analysis Even though target was met at the Department level, several important ideas emerged: Some instructors chose a slightly smaller dataset of questions. Method of data reporting also varied across instructors requiring lot of effort to establish uniform interpretation across different sections. Matching of PLO's with specific questions was not clearly stated and again required effort and time to interpret the results. Suggestions about slight rephrasing of PLO1 were also suggested. Replace Marginal Benefit and Marginal Cost Analysis with Opportunity Cost. State an enhancement that was enacted this year as a direct result of an assessment of a program level outcome. State PLO statement, enhancement and reason for choosing this enhancement. If none, write NONE.III.B.1 SLOAC Summary(25/13)*100 = 192.3%Give the percentage of Student Level Outcome statements assessed to date. Run report entitled CIS SLOAC work and scroll to the bottom of the report for counts. Then calculate #(Reflections & Analysis + #Archived from ECMS) /#SLO statement times 100. This percentage may be over 100% or 0%. All courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.B.2 Enhancement based on SLOAC assessment Statements: ECON1_SLO1: students understand that competitive markets are usually best suited to allocating limited resources in most efficient way. ECON1_SLO2: Demonstrate a basic understanding of the workings of the US Economy and its institutions in a Global Context. ECON1_SLO3Critique existing economic theories about Business Cycles in Light of historical and current economic perspectives. ECON1_SLO4Evaluate fiscal and monetary policy responses to macroeconomic instabilities such as unemployment, inflation and economic growth. Enhancement: Need to have more dialog within the department about the diversity across questions and the level of difficulty. Reflection and Assessment The success criterion for this outcome was defined as 70% of students scoring C or better in the questions asked of students. Assessment cycle was carried out for 5 sections, 4 traditional classes and 1 online class. The success (C grade or better) ranged between 64%-97%. For online class success was 92%. Statements: ECON2_SLO_1 : Evaluate whether market efficiency exists using the model of supply and demand. ECON2_SLO_2 : Students will demonstrate the knowledge about how markets work and what happens in the presence of market imperfections. ECON2_SLO_3: Apply the tools of 'Economic Analysis' to understand human interaction and social issues ranging from business strategic decision making to economics of global warming. ECON2_SLO_4: Develop a critical way of thinking to make optimal decisions in everyday life using marginal benefit, marginal cost concepts. Enhancement: Need to have more dialogue within the department about the diversity across questions and the level of difficulty. Reflection and Analysis: The success criterion for this outcome was defined as 70% of students scoring C or better in the questions asked of students. Assessment cycle was carried out for 5 sections, 4 traditional classes and 1 online class. The success (C grade or better) ranged between 70%-93%. Online Success rate has definitely improved for short essay question. Need to have more dialogue within the department about the diversity across questions and the level of difficulty. State an enhancement that was enacted this year as a direct result of an assessment of a student learning outcome. State course, SLO statement, enhancement and reason for choosing this enhancement. If none, write NONE.IV. A Budget TrendsPlease refer to Deans Summary (Social Sciences Division, Carolyn Wilkins-Greene)Assess the impact 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. IV.B Enrollment TrendsOur enrollment numbers are off the charts (as per the latest information: 4/15/13). While College enrollments remained flat compared to last year, our division went up by 10% and our Department enrollments went up by 10%. As per latest data; our productivity numbers (668) are higher than our division (636) and much higher than at College level.(564)Assess the impact of external or internal funding changes upon the programs enrollment and/or its ability to serve its students. If you dont work with Enrollment Trends, please ask your Division Dean to give you the information.V. A.1 -Faculty Position NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyV. A.2 Justification for Faculty/Staff Positions:Research paper will improve student learning and enhance their Communication and Expression. (ICC#1) information literacy (ICC#2) and Critical Thinking skills (ICC#5). The Instructional Associate will review and provide feedback on students' research papersIf there is a request for one or more new faculty state the SLO/PLO assessment data, reflection, and enhancement that supports this need.V. A.3 Staff Position NeededWe had requested for an Instructional Associate last year (Pl see APRU: 2012). That request is still valid but not yet met.A 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 request should be in the Deans summary. V. A.4 Equipment Request A drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested V. A.5 Equipment Title and Description, 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 (eg wireless access, hardwire access, electric, water or heat sources . . . ) V. A.6 Equipment JustificationWho 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? Etc. V. A.7 Facility 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. A.8 Facility JustificationWho 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? Etc. V.B.1 Budget AugmentationWe will need a sizable increase in our B budget for copying fees with the elimination of student fees. All efforts have been/are being made to put handouts and Green sheets online. As already described in terms of enrollment and productivity numbers, our department copying needs are much higher than the average allocation of the current funds. On average, the numbers of pages needed for copying are also higher since lot of graphical analysis is required. In absence of this graphical analysis, our basic SLOs as well as PLOs will not be met. With the elimination of the material fees, assessment, student retention as well as enrollments would be adversely affected. How 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? If you do not deal with the B budget directly, you can use the comment: please refer to the Deans summary. V.B.2 Staff Development Needs(ICC#1) information literacy (ICC#2) and Critical Thinking skills (ICC#5). The Instructional Associate will review and provide feedback on students' research papersWhat assessment led to this request? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? V.B.3 Future plansWe will be able to assess the outcomes once the funding gets approved. How do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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