ࡱ>  2Rbjbj +̟̟HBh h +++++?22282,'3D?KBk444444555KKKKKKK?OQDK+55555K7++44K7775 +4+4K75K77$E|++xF`O26*EF K0KE%R7%R$xF7+xF555??2??2h :   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: Office of Equity, Social Justice and Multicultural Education I.A Program Mission Statement: The Office of Equity, Social Justice and Multicultural Education promotes through programs and services an academic, cultural and social environment that provides equity, social justice and academic success for all members of the ý College campus community. It supports the district and college missions, which consider diversity an essential component of student education in the 21st century.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?Personal and Institutional Transformation: To promote through programs and services an inclusive, culturally and socially rich teaching and learning environment, free of hate and discrimination.Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Choose a secondary mission of your program.Academic Support and Learning Resources: To institutionalize the praxis of cultural humility, anti-racism, and multicultural transformation in an effort to close the achievement and opportunity gap.Basic 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 ServedN/AOnly 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 ServedX = increased services We serve all 1000 ý faculty through our programming; The Equity Office provides EO Training, Cultural Humility Training, and 1-on-1 consultation. Additionally, we offer a series of students/faculty/staff programs such as the community conversations and issues summits. Annually, the Director of the Equity Office teaches a course, which currently is serving 30 students. Overall, we provided 55 different events, workshops, and community programs. We offered four faculty workshops serving a total of 150 participants Programs included: PIL, EO Level 1 and 2 trainings, Cultural Humility workshops, Opening Day workshop, co-facilitation of Convocation, etc. Overall, 840 students participated in various trainings, workshops, and community events. Student Programs included monthly community conversations, monthly Third Thursday film festival and dialogue, Heritage Month Events (e.g., Black History Month), Tutoring Center training, etc.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 programI.B.2a Academic Services and LR: # Staff ServedX = increased services We serve all 270 classified staff through our programming and support efforts. Overall, 150 staff participated in training or facilitation services such as Staff Retreat, PIL, Community Conversations, etc.  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 populationsX = increased services By focusing attention on HEFAS and African American student programming and services for 2012-2013 we increased our numbers by 80% Generally, we do not serve student directly, however we provide community-wide programs that aim to create supportive, educational enrichment and empowerment opportunities that will facilitate the creation of an inclusive and culturally responsive teaching and learning environment. 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:Refer to http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf, p.16Refer 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:As a campus community, we have not made sustainable progress in this area. We will need to continue our equity planning efforts as well as training on specific institutional and pedagogical approaches to addressing the opportunity gap. It is important to note that these trainings and institutional assessment efforts are underway. 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:During this period, due to collaborations with classes, offering a class, and developing a student volunteer program, the Equity Office has steadily increased the number of students served. 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 2009-2010 Budget Reduction Planning eliminated Administrative Assistant position and a decision was made to reorganize Office of Diversity and Institute of Community and Civic Engagement into 1 office with 1 faculty director. Both programs do not have an annual operating B budget. This reorganization negatively impacted the program planning and implementation of both programs: Equal Opportunity training came to a halt, campus-wide student equity plans were forgotten, and civic engagement and service learning activities lessened.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 ImprovementProgram is still behind in assessment planning/implementation due to the reorganization mentioned above and the 2010-2011 absence of faculty Director for the Office of Diversity as well as the office continuing to be understaffed.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:N/ACareer 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 SummaryWe will be assessing PLOs next yearGive 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 assessmentWe have not yet assessed PLOs 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 SummaryWe will are not doing SLOs as we do not own curriculum 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 assessmentNAState 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 TrendsNAAssess 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 TrendsNAAssess 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 NeededMulticultural Education Specialist/Curriculum Coordinator (0.5 faculty vacant) A drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyV. A.2 Justification for Faculty/Staff Positions:Administrative Assistant (1.0 FTE classified vacant)If 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 NeededThis office has been reorganized and reconstituted as of February 1, 2012 and will now encompass all EO operations, equity, multicultural education, and social justice work for the campus. In the past, the institution has had two part-time faculty multicultural education specialists. This is critical to ensure that appropriate training and curriculum integration occurs, further supporting our efforts for addressing and closing the achievement gap. This work is required, and has been identified by scholars as an essential step in culturally responsive teaching and learning (Darling-Hammond, 1997, Delpit, 1995). In addition, with this exciting office transformation, there is an increase workload in terms of campus-wide oversight of efforts and transformational facilitation. Thus, adding an administrative coordinator to assist with meeting the needs of our constituents (students, faculty, and staff) will assist with management of time, attention, and coordinate planning. Currently, the Director spends 55-65% time focusing on administrative tasks, which take away from the critical work of program planning, development, support services, and implementation. Thus, it is necessary to hire classified professional to provide the coordination support necessary for a fully functional and multifaceted office to have meaningful success and sustainability.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 Over $1,000A 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, QuantityAppropriate file cabinets (replacement)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 . . . ) V. A.6 Equipment JustificationIt is critical to the security of select EO documents and confidential consultations that the Equity Office obtain file cabinets that lock. 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. V. A.7 Facility RequestFull community, training and resource room; Request for conference room, admin 106 *No additional structures requestedName 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 JustificationThe Office of Equity is currently housed in the administration building, room 105. It is our hope that with the completion of construction in 2015, we can expand into conference room 106. With this additional space, we will have direct access to the administration building, which will communicate a powerful visual message that our programs and services are integral to the core workings of the leadership vision. Whats more, we will have space to provide a larger resource and community area for faculty, staff, and students to find each other and connect around important topics of equity, social justice and multicultural education. This space will also provide room for trainings, our growing office staff and provide a resources area for our HEFAS/AB540 students. This space, and the programs and services offered herein, will help the college meet the core competencies of Communication and expression, Information literacy, Physical/mental wellness and personal responsibility, Global, cultural, social and environmental awareness, Critical thinkingWho 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 Augmentation$10,000 of annual B operating budget. Currently there is no operating budget for the office and this limits program implementation and staff capacity.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 NeedsThere is a critical need to stay current in the fields of equity, social justice, and multicultural education in order to fully meet the demands of the office and college community. The following conferences have been identified as sources of staff development: NAME, NCORE, Community at Work, Social Justice Training Institute, and the Intercultural Training Institute. Without ongoing professional development the office will be at risk of providing less meaningful/relevant tools, resources, and praxis. The identified trainings focus on developing expertise and evidence-based practices in the focus areas outlined by the college core competencies.What 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 plansResources from each of the conferences will be documented and prepared for distribution through the resources library. Developed presentations from each of the conferences -given across the campus- will be evaluated by faculty, students and staff. This evaluation of relevance, resources, and general impact will determine outcome success.How do you plan to reassess the outcomes of receiving each of the additional resources requested above? Submitted by: Veronica Neal, Ed.D. 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