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Note: revisions have been highlighted. 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.
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(sorry no hyperlinks) I.A
Department Name:
EnglishProgram Mission Statement: The English department at 爱豆传媒 College offers students the
opportunity to study language, literature, creative writing and developmental and transfer composition while deepening critical thinking, research, and communication skills and aesthetic awareness. In connection with campus-wide programs such as LinC, Puente, First Year Experience and Sankofa the English department continues to assess, improve and devise new strategies to assist all students, but particularly underrepresented and academically at risk groups, in developing the written communication and analytical skills needed to achieve their academic, professional and personal goals.
You may create a new one or copy from your 2008-09 comprehensive program review.What is the primary mission of your program?Basic Skills, TransferBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AChoose a secondary mission of your program.Transfer, Basic SkillsBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/ANumber of Certificates of Achievement Awarded If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to:
http://research.fhda.edu/factbook/deanzadegrees/dadivisions.html
leave blank if not applicable to your programNumber Certif of Achievement-Advanced awarded:If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to http://research.fhda.edu/factbook/deanzadegrees/dadivisions.html
leave blank if not applicable to your programNumber AA and/or AS Degrees awarded:11. This is a new degree program started in 2010, that now has grown to 487 declared English majors, so we expect an increase in degrees awarded in the coming years. In addition, a recent survey of students in Literature courses revealed that only one out of 167 students was not planning to transfer. Thus transfer is the goal and marker of success for nearly all of these students, and we may not see representative numbers of degrees awarded until the English AA-T is available.If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to http://research.fhda.edu/factbook/deanzadegrees/dadivisions.html
leave blank if not applicable to your programAcademic Services and LR: # Faculty ServedOnly 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 programAcademic Services and LR: # Student ServedOnly 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 programAcademic Services and LR: # Staff Served 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 program# Faculty EmployeesUp 1.9
For ALL programs (Total FTEF that has changed this year, if the computer does not accept a decimal then please round up or down to the nearest whole number). At this time only a numerical response will be accepted. (program reviews 2008s-10 available at: http://www.deanza.edu/gov/IPBT/program_review_files.html)
0 = no change; (X)= decreased; X = increased; blank= not applicable to your program# Student EmployeesFor ALL programs. Total number that has changed this year. At this time only a numerical response will be accepted.
0 = no change; (X)= decreased; X = increased; blank= not applicable to your program
# Part-time Faculty EmployeesUp 2.9
For ALL programs (Total PTFTEF that has changed this year, if the computer will not accept a decimal then please round up or down to the nearest whole number). At this time only a numerical response will be accepted. (
0 = no change; (X)= decreased; X = increased; blank= not applicable to your program# Staff EmployeesFor ALL programs. At this time only a numerical response will be accepted. ONLY report the number of staff that directly serve your program only, Deans will make a report regarding staff who serve multiple programs.
0 = no change; (X)= decreased; X = increased; blank= not applicable to your program
II.A-Growth and Decline of targeted student populationsIn 2011-2021, enrollment of targeted populations increased slightly in Literature, from 338 to 367 students, and from 3,421 to 4,094 in EWRT classes. Most of this increase is Latino (up 30%) and Black (up 17%) students. However, some of this increase is due to the falling numbers in the 揇ecline to State� category, which declined by 32%. 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:
www.research.fhda.edu/programreview/DAProgram Review/DeAnza_PR_Div_pdf/DeAnzaProgram ReviewDiv/htm (prior to 2010 PR sheets)
and www.deanza.edu/ir (2010-11 PR sheets here)
Trends in equity gap:Success rates have improved slightly to 81-84% among Asians and Whites and 揙thers,� with a gap ranging down to 75-76% success for Latinos and Pacific Islanders and 73-79% for Blacks and Filipinos. We especially note a need to increase success among Blacks, Latinos and Pacific Islanders in our literature (as opposed to composition) courses where success rates are below 70%. Good, steady enrollments and retention as well as increasing success rates in composition courses among Hispanics demonstrate the value of award winning programs like LEAD and Puente in preparing students for later coursework. FYE, Sankofa, and 揑mpact AAPI� grant-funded linked also continues to create the effect of better preparing our developmental, transfer, and comp target populations for success. Again, some of the changes in data reflect the 32% change in students choosing 揇ecline to State� as their ethnic background.
Refer to http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf, p.16.
Briefly address why this has occurred.
Closing the student equity gap:Success rates for targeted populations are significantly higher than the campus average梐bout 10% higher for most groups. English has led the way in closing the equity gap through participation and leadership in programs like FYE, Sankofa Scholars, and IMPACT AAPI learning communities, which have shown marked success in early phases, more needs to be done especially as supplementary instruction and tutorial support services have had their budgets eroded. Vulnerable populations need to be better prepared for the rigors of our literature courses and receive more individualized support to increase retention and success. Through our course assessment process, we are aware of a direct correspondence throughout our curriculum between well-funded tutoring support services through the WRC/SSC as well as other funding sources, and our ability to close the equity gap. We continuously work to diversify our literature offerings in order to attract and retain targeted student populations in Literature courses and the English AA program.
We are clear that continued expansion and funding of LART and other LinC cohorts; partnerships with FYE, Puente, LEAD, CREM, Sankofa, and AAPI; ongoing commitment to training teachers in Catalyst, hybrid teaching, and innovative use of technology in the classroom; along with expanding partnerships with the SSC/WRC to provide essential tutoring and supplementary instruction梞ight also contribute to closing the gap. Impact AAPI, for example, creates higher rates of retention and success within its target population by offering in-class mentors & tutors, priority registration, and academic advisors to enrolled students as well as the benefits of a learning community. Replacing lost full time faculty who have been essential to the success of programs like IMPACT AAPI and Literature should also be a top priority.
What progress or achievement has the program made relative to the plans stated in your program抯 2008 -09 Comprehensive Program Review, Section III.B, towards decreasing the student equity gap? See IPBT website for past program review documentation.
If a rationale for your strategies was not stated in the 2008-2009 CPRU, then briefly explain now.
Overall growth/decline in # students:
Despite a campus-wide enrollment drop of 2%, demand is high for English classes, with substantial un-served student waitlists each quarter this year, particularly fall 2012. However, due to budget and classroom constraints, we were allowed only modest growth: an increase of 2% in English and a slight drop in Literature. Briefly address the overall enrollment growth or decline of a comparison between all student populations and their success.
Changes imposed by internal/external regulations Our English Major was approved in 2010, and from an initial group of around sixty English majors, we have grown to 487 English majors in just three years. Because of that growth, enrollment in literature courses is significantly higher in 2012-13. In fall, 2012, we submitted all the required paperwork for new AA-Transfer in English, which should be approved to start in fall of 2013.
English enrollment numbers in creative writing have been negatively impacted by changes to the State rules on repeatability of courses. We believe we have lost the equivalent of 50 students per year because they can no longer repeat creative writing courses. In order to re-capture that enrollment and attract an even larger audience, we should consider creating families of courses in creative writing that allow students to advance their creative writing skills courses without repeating current classes. Since technical writing courses were all cross-listed with English, the loss of the Technical Writing program also figures as enrollment loss.
Given these losses, the modest enrollment gains in English represent even greater demand and productivity than mere statistics reveal.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.)Progress in 揗ain Areas of Improvement�揈nrollment and retention� were our 2008 suggested areas for improvement. The department has made some improvement in these areas despite budget pressures. However, our own SLO assessments demonstrate that we can make further enrollment and retention progress through ongoing attention to sharing best practices; expansion of LART and other LinC and cohort programs; increased support for tutoring and supplementary instruction programs; refined placement processes; better links with counseling; and continuing availability of refreshed (smart) classrooms at peak hours along with continuing training in hybrid teaching and innovative teaching with technology. 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.CTE Programs: Impact of External Trends:NACareer 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.CTE Programs: Advisory Board Input:NACareer 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.IV. A
Budget TrendsThe budget has been a significant problem across the division, the district, and the state. Up to this year, we抳e faced yearly cuts including a 22% cut to our creative writing program. We抳e watched our readiness supplementary instruction program dissolve and our tutoring program shrink and struggle due to underfunding; these losses erode our progress and hard work in developmental instruction, an equity issue.
In addition, the grossly inadequate department budget for copying for the coming year will have a potentially devastating impact on our ability to print tests and exams. Thus we may be unable to maintain proficient SLO assessment since we won't be able to test/evaluate our students adequately. Assess the impact of external or internal funding trends upon the program and/or its ability to serve its students.
If you don抰 work with Budget, please ask your Division Dean to give you the information. Enrollment TrendsEnglish enrollment numbers in creative writing have been negatively impacted by changes to the State rules on repeatability of courses. We believe we have lost the equivalent of 50 students per year because they can no longer repeat creative writing.
Since technical writing courses were all cross-listed with English, the loss of the Technical Writing program also registers as enrollment loss. Given these losses, the modest enrollment gains in English represent even greater demand and productivity than mere statistics reveal.Assess the impact of external or internal funding changes upon the program抯 enrollment and/or its ability to serve its students.
If you don抰 work with Enrollment Trends, please ask your Division Dean to give you the information.V. A -Faculty Position NeededVacancyA drop down menu will allow you to choose: Replace due to Vacancy, Growth, No Faculty Needed
Staff Position NeededNAA drop down menu will allow you to choose: Replace due to Vacancy, Growth, No Faculty Needed
Only make request for staff if relevant to your department only. Division staff request should be in the Dean抯 summary.
Justification for Faculty/Staff Positions:1) John Swensson, who retired in 2012, was extraordinarily productive & accomplished using distance learning in transfer level teaching; we need that leadership in hybrid and distance instruction. In addition, three other key English distance and hybrid instructors have retired (part timer), resigned, or moved to Article 18.
2) Marshall Hattori resigned in 2012. He was central to hybrid teaching, cohort instruction, Impact AAPI, and innovative uses of technology in the classroom. His loss leaves a major hole to fill related to retention and success of target populations.
3) Marilyn Patton retired in 2012. She was one of the key figures in our literature program, and if she is not replaced, her loss could weaken our most productive (and most specialized) program桬LIT梚ncluding for the high-enrolling 46 & 48 series which form the core of the English major. Literature productivity has ranged has high as 489 and 537 in recent years. We feel that excellence in instruction is key to maintaining the program抯 popularity.
4) Bob Dickerson will retire Fall of 2013. He is also vital to the ELIT program and a major contributor to campus life at 爱豆传媒, bringing poets and speakers every year to our campus.
5) Marc Coronado was reassigned 50% to another division this year, further eroding our faculty resources in English.
6) LART (integrated reading and writing instruction) is a model 爱豆传媒 program for developmental retention and success. English needs an additional LART specialist---someone not only qualified to teach writing and literature, but also someone who also has reading qualifications and experience.
7) The FYE program was forced to downsize for next year, not because of budget or enrollment problems, but because they were unable to recruit full-time faculty, who are already stretched too thin, to teach in the program.
8) Lydia Hearn and I had to hire part-time instructors for 25 unstaffed sections in spring 2013 in order to maintain our enrollment and avoid canceling classes. We literally ran out of qualified applicants, which I believe has never happened before in English. This heavy reliance on new part-time instructors creates instability in the English program because we don抰 have the resources to properly train or mentor all these new instructors. We also can抰 guarantee that these instructors will receive a class in the coming year, so they have limited motivation and capacity to fully join the department and modify their teaching and curriculum to match our goals and practices. We know that where instructor continuity is built into programs such as Puente and FYE, student success improves. Excessive reliance on part-time instructors undermines instructor continuity and we lose that potential for student success improvement.
9) With all of these pressing needs, English was approved to hire just one instructor in 2013. We are woefully behind in our hiring needs. Provide information such as: institutional, SLO, PLO data that supports the need for this replacement, what would be impact of not replacing this position, services lost if not replaced, include all assessment data that supports a need for growth, etc.
Equipment RequestWe need three new scanners so that faculty can move paper documents into an electronic format now that our funding for copying is restricted. While the copy machines have the capacity to scan, they are not set up to transfer that data to an instructor抯 computer or online and they are already in heavy use.A drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested. At this time, the majority of your equipment requests have been submitted through Measure C processes. But, if you have items that cannot be covered through Measure C, please input your requests here.
Equipment Title and Description, QuantityWe need new scanners for emerging technology needs due to the loss of materials fees for copying.Description 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 . . . )
Equipment JustificationFaculty will use the equipment. Without additional scanners, faculty will be unable to comply with the requirement to post course readings online instead of distributing Xerox paper copies.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? Etc.
Facility Request1) Implement a policy to refresh smart rooms every four years due to heavy use and continual improvement in technology.
2) Dedicated rooms for English classesName 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
Facility JustificationL-Quad ongoing smart room upgrades and refreshes improve teaching and learning in all of our programs梔evelopmental, transfer, lit, and creative writing. Recent English SLO assessments note the importance of engaging students through video & using other technology enhancements such as hybrid shells and online environments accessible both within outside the classroom.
Longtime English classrooms were temporarily lost with the renovations to ATC building; improvements to the buildings led to a diminishment of classroom space in general and English space in particular. We need dedicated classroom space for English at prime times in order to adequately serve students who are now sitting on waitlists, unable to enroll, and to motivate hard working teachers currently struggling in inadequate or inappropriate spaces.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? Etc.
B Budget Augmentation揃 Budget� augmentation is critical for English. We learned spring 2013 that materials fees funding for photocopying will end after this quarter. We must have at minimum an additional $30,000 per year to cover just legally required materials: the exams, quizzes and syllabi, which cannot be delivered online or in packets that students purchase.
Each year we struggle to fund placement and portfolio coordinators梩hese are coordination services central to the success of our department, especially our developmental programs. English also recently lost a course release for the English chair, while workload for chairs and schedulers continue to increase, making coordinator stipends even more essential. 揃 Budget� enhancement can also provide essential funds to pay for:
part timer stipends to attend trainings and annual faculty retreats
funds for co-sponsoring speakers, readings, or 搇iterature festivals� that create a festive & indelible impact on students and our program梐nd often become the central event of an entire quarter within a course or even within the department as whole.
Media for Literature and compositions classes (films, etc.)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: 損lease refer to the Dean抯 summary�.
Staff Development Needs1) Continued LinC staff training and development
2) Hybrid and DL training (Catalyst & best practices)
3) Continued training and best practices for use of technology in the classroom.
4) SLO and PLO faculty training & coordination
5) Ongoing support for English-specific mentorship of new part time instructorsWhat 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?
SLOAC and PLOAC summaryExamples of fruitful SLOAC/PLOAC discussions:
1)
Fall 2012, our EWRT 2 assessment team conducted a survey of the students in eight of our EWRT 2 classes, 180 student responses. We assessed student confidence in their ability to meet the two SLOs for the course with the target of 70% of students expressing confidence in their abilities in these areas. The survey results indicate that we are exceeding these targets by wide margins. Nonetheless, we saw a slight dip in student confidence in their ability to conduct research. After a department meeting discussing the survey results, we decided one of the topics for our department retreat should be best practices for teaching research. In addition, we will discuss ways to preview and prepare research skills in the prerequisite course, EWRT 1A.
2) EWRT 200, under the leadership of Jill Quigley and several other faculty, instituted a new portfolio-driven gate-keeping and assessment model that led to significant course outline revisions. The design of the EWRT 200 Portfolio Rubric established clear learning goals and learning outcomes for the EWRT 200 student.� The method of using a Portfolio in place of a traditional final exam has served the EWRT 200 student by allowing a clearer picture of the EWRT 200 student's acquired skills, and, by establishing the EWRT 200 student's potential to continue in next level writing courses.� Just as the EWRT 211 portfolio process has done, the EWRT 200 portfolio process creates effective learning outcomes for the EWRT 200 student and creates support, collaboration, and retention opportunities for EWRT 200 instructors. Participating faculty are convinced of its value in promoting instructor dialogue and shared standards for student outcomes.
3) We also surveyed four literature courses (167 students) in order to assess the Literature program抯 success in teaching relevant portions of this year抯 ICC focus: global, cultural and social awareness. We learned that students feel these areas are addressed well by our English AA degree program, but they would like more diversity in courses, especially a World Literature sequence, Ethnic Literatures of the United States, and a course on Queer Identities in Literature. Writing some of this curriculum will be our task at the spring 2013 college convocation, but these courses will take a few years to write, approve and become part of the catalogue.
The literature program will also assess and improve some of our shared assignments at the department retreat on 5/10/2013.
The Literature program continues to offer an annual 揝urvey Summit,� meeting for all survey literature course instructors, providing connection between survey course faculty including the opportunity to share best practices, troubleshoot challenges of having too much to cover each quarter, and the chance to discuss SLOAC calendars, processes, and assessment instruments with one another梒ontrasts and commonalities.
Conclusion: SLOAC and PLOAC processes have at best created enjoyable conversations within our department subcommittees, within even smaller groups and within the department as a whole where we are reflecting on our student survey results for EWRT 2 and our literature classes in lively sessions that can lead directly to more aware and refined practices as teachers.
What did you learn from your SLOAC and PLOAC activities this year?Future plansThrough ongoing faculty and student surveys梚.e., qualitative and quantitative feedback from students & teachers; through SLOAC and PLOAC processes and effectively conceiving and gathering retention and success data; and through the annual program review process梩he English Department will continue to measure, reassess and reflect on the actual success of any and all practices, innovations and received resources.
How do you plan to reassess the outcomes of receiving each of the additional resources requested above?
Submitted by:
Becky Roberts, HYPERLINK "mailto:robertsbecky@fhda.edu" robertsbecky@fhda.edu, x5764APRU writer抯 name, email address, phone ext.
爱豆传媒 College Annual Program Review Update-revised 4-15-12 Spring 2012
PAGE
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爱豆传媒 College Annual Program Review Update-revised 4-14-12 Spring 2012
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