ࡱ>  g]bjbj +"̟̟$TB: : 44484I5<I6(6466677 7IIIIIIILODI77777I866I8887p66I87I88ChDP7k P4^8pCDI0I DO8O D8D77744: ! [:    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: GeographyI.A Program Mission Statement: The Geography department offers lower division introductory college courses in Physical Geography (GEO 1), Cultural Geography (GEO 4), World Regional Geography (GEO 10) and A Geography of California (GEO 5). All of our courses fulfill ý G.E. requirements and are CSU and UC transferable. Students are able to hone their basic skills, they also develop critical thinking and analytical skills; they learn to synthesize knowledge from many disciplines as they become more geographically informed.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?Transfer Basic SkillsBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Choose a secondary mission of your program.Personal EnrichmentBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement AwardedIf 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: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.htm leave blank if not applicable to your programI.B.1 Number AA and/or AS Degrees 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.htm leave blank if not applicable to your programI.B.2a Academic 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 programI.B.2a Academic 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 programI.B.2a Academic 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 programII.A.1-Growth and Decline of targeted student populationsIn the Geography department, the total number of students in the targeted group increased by 47 from 320 in 2010-11, to 367 in 2011-12, which is an increase of 13%. Latino/a students increased from by 49 students from 195 to 244 which is a 25% increase. Filipino students declined by 10 from 93 to 83 or a 12% decline. The African American student enrollment increased by 8 students from 32 to 40 during this period while the number of Pacific Islander students increased by fell from 9 to 8 students. 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:For student success, there is clearly a lot of work that needs to be done. The success rate for the targeted groups is 49% while that of the non-targeted group is 62% leaving a gap of 13%, a gap that has stayed the same in comparison to the previous year. The success rates for not-targeted groups was higher at 62% for 2011-12. In comparison to the most successful group, Asians 63%, Latino/a students show a 50% success rate leaving us with a large gap of 13%. The gap between White students who number 261 in all, and the Latino/a students who number 244 students (and form a group comparable in size to the White student group), is 11%. The gap is larger for Asians and African American students at 15%, but the total number of African American students is only 40 as compared to 340 Asian students, which skews the percentage numbers. Filipino students who number 83 in total, also show a lower success rate of 45%. The Native American student group shows a 50% success rate, but the total number there is only 8 students. The highest success rate of 71% is recorded for students grouped into the decline to state category who number 68 students in total. Data shows that 1% of all students enrolled in Geography classes have a BA/BS degree and another 1% has an AA/AS degree while 97% are classified as all other. It is possible that students enroll in Geography without a clear sense of what to expect out of the classes. For example, students enroll in the Physical Geography class with not much idea that it is an earth science class but instead, expect to learn about the location of countries, mountains, rivers and such physical features. (This happens despite the catalog description). 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:1. As faculty, we will continue our efforts by participating in the Adjunct Skills program (through the Student Tutorial Center) throughout the year, and in the First Year Experience (FYE) Program one quarter a year. 2. We will continue our efforts at being more effective as teaching professionals through staff development/professional growth activities. 3. For highly motivated students, we will continue to offer some of our classes for Honors credit. 4. We will continue our collaborative efforts with other programs and events on campus to provide students exposure to a range of opportunities. 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:The total number of students who enrolled in Geography classes in 2011-12 year was 1,120 in comparison to 1,139 in 2010-2011 which shows a, overall decrease of 19 students in the year or 2% decrease. It is important to note that during this time period, the overall college enrollment declined so 2% decline in Geography is not out of the ordinary when compared to the campus wide enrollment decline. It appears at first glance that the number of sections in Geography increased from 25 to 32 during 2011-12, but this is on account of Honors Sections (which enroll a handful of students and are embedded in existing sections of classes) and First Year Experience clusters (2 of which make up a single class but show up in the data table as 2 separate sections) being counted as separate sections inflating the section count for the department. The productivity for 2011-12 was 599 for Geography with a WSCH of 4,489. 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 The SLO and PLO requirements have added on to the faculty workload. 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 ImprovementWe are continuing our efforts to improve our student success rates through our SLO assessments. We are working with the Tutorial Center Adjunct Skills Program for students to be able to work in groups led by student tutors. We are working with the First Year Experience Program for one quarter in the year, where we work with reading and writing faculty along with counselors to help provide more individualized attention directed to specific student needs. 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 Summary67% or 2/3rds of the Program Level Outcomes have been assessed to date. With regard to PLO assessments, it is useful to keep in mind that most students take one or two courses in Geography during the time they are at ý College. It is therefore difficult to assess the impact of the Geography department (in its totality) on student learning; and to assess Program level outcomes. In this context, it is perhaps more concrete and useful to discuss student learning in individual courses. 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 assessmentNoneState 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 have completed the SLOAC cycle for 2 of the 3 courses offered in Geography to date which are archived in ECMS. The SLOAC cycle was completed for GEO 1 (Physical Geography) and GEO 4 (Cultural Geography). When we calculate the percentage of SLOs assessed and SLOACed, using the instructions given to us, the percentage of SLOs for Geography courses stands at 50%, but this in reality is an undercount, because one of the courses listed, GEO 5, entitled A Geography of California, is a new course that has not yet been offered due to our focus on core courses in our disciplines and therefore, none of the SLOs for it were assessed. 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 assessmentNoneState 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 TrendsRefer to Deans SummaryAssess 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 TrendsGeography shows a 2% decline in overall enrollment at a time when the college has experienced a general decline in student enrollment tied to the California education related budgetary issues in 2011-12.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 NeededGrowthA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyV. A.2 Justification for Faculty/Staff Positions:During the last Comprehensive review cycle, the Geography department had 1 full-time faculty member (Purba Fernandez), one former full-time faculty member on Article 19 (Mick Sullivan), and adjunct faculty members. Since that time, Mick Sullivan has retired and I serve as the sole full-time faculty member, with 2-3 adjunct faculty members in our department. Our department would like to expand our curricular offerings and improve the level of support we offer our students, but that would be more feasible if we had more full-time members in our department. Enrollment remains steady and strong in Geography, but to offer multiple sections of all the Geography courses with traditional and online classes really needs the support of at least 2 full-time faculty members. The full time (FT percent) was 40% in 2011-2012.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 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 request should be in the Deans summary. V. A.4 Equipment Request Under $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, Quantity1. One White Board as a replacement for the current blackboard in L23. 2. Dimmer switches in L23 to control lighting, for slides and films 3. Set of wall maps to replace existing set. 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 Justification1. White Board as a replacement for the current blackboard in L23. The current chalkboard leaves the ELMO and the computer monitor in the classroom covered in chalk dust. The chalkboard has also aged considerably, so the blackboard is now a green-colored board and is difficult to read, especially for students in the back of the classroom. 2. Dimmer switches in L23 to control lighting, for slides and films There are large banks of lights in the room which makes the viewing of slides and films in the class difficult. The classroom has no windows, so there is no natural light in the room unless the doors are left open. If the instructor turns off all the lights, it is impossible for students to take notes while viewing a film or slides. If the instructor leaves any of the lights on, the image is no longer visible. 3. Set of wall maps to replace existing set. Two of the wall map sets on rollers mounted in above the blackboard are aging and need to be replaced with newer map sets. The stops on the rollers no longer work so when the instructor pulls a map down, it has to be tied down to a nearby piece of furniture to keep it down since the roller is broken. 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 RequestA Social Sciences and Humanities computer labName 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 JustificationAt present, the Social Sciences and Humanities faculty members have no way of reserving a Computer lab on campus for students taking classes in the Division. In Geography, we use interactive maps and graphs (such as satellite images and Census maps) and we work with data sets (e.g. Census data) to understand how to use, interpret and analyze visuals and data. We do not have a way to reserve a lab for a class period at any time in the quarter. This form of learning is best accomplished if the students are able to use the computer themselves with guidance from the faculty in the lab. This is central to the mission of our college as we seek to educate and train the next generation of tech-savvy critical thinkers for our workforce. This is also crucial in light of the fact that internet research is becoming ever more important and some of our students lack the broadband access that is a necessity for electronic document submissions. Given that our college mission is student equity, this request is about reducing the digital divide by improving access to a computer lab facility for our most disadvantaged students. 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. V.B.1 Budget AugmentationIncrease in the B budget for our Division so that departments are able to make photocopies as needed. This is necessary to offset the elimination of materials fees paid by students. Even though faculty are being encouraged to post all course materials online for students to download and/or print at their own expense, some of our students lack the resources to be able to afford those options consistently. The most disadvantaged students in our classes are the ones who will be hurt the most if we choose to make them solely responsible for providing for themselves. 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 NeedsStaff development opportunities to engage all adjunct and full-time faculty in discussions around teaching pedagogies. PLO assessments show that a majority of students coming into our classes need strong reinforcement on the introductory concepts in geography early on. SLO assessments in individual courses show that students understanding improved significantly over the course of the quarter. Ongoing faculty discussions around learning styles, designing assignments and best-teaching practices will help narrow the gap in retention and success in the targeted and non-targeted groups of students.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 plansTeachers will continue to participate in SLO assessments and staff and professional development opportunities.How do you plan to reassess the outcomes of receiving each of the additional resources requested above? Submitted by: Purba Fernandez, HYPERLINK "mailto:fernandezpurba@deanza.edu"fernandezpurba@deanza.edu, (408)-864-8845APRU writers name, email address, phone ext.Last Updated:April 24, 2013Give date of latest update (Set next box to YES when done and ready for Dean review).     ý College Annual Program Review Update- Spring 2013 PAGE  PAGE 2  TIME \@ "MMMM d, yyyy" May 13, 2013 ý College Annual Program Review Update-revised 4-14-12 Spring 2012     4 5 6 M V W X Y ] x y ĿȬᛇvvvo`No#hU+hc5CJ OJQJ^JaJ hc5CJ OJQJ^JaJ hVF0hc!hc5CJKHOJQJ^JaJ'hVF0hc5CJKHOJQJ^JaJ hjhcCJOJQJ^JaJ$hVF0hc0JCJOJQJ^JaJ hc*hcjhcU h5cjhcCJOJQJ^JaJhcCJOJQJ^JaJ hVF0hcCJOJQJ^JaJ  + 5 6 Mkd$$IflFL$ ~6  t027    44 lapd$Ifgdc dgdc6 ; L M W X Y x rTFd$Ifgdckd$$IflFL$ ~6  t027    44 lap$d$Ifa$gdcy CDqr tu{$%+YBCDJĶܫĶĶܚr_NĶ hlhcCJOJQJ^JaJ$hx?DhcCJOJPJQJ^JaJhcCJOJPJQJ^JaJhcCJPJaJ *hx?DhcCJPJaJ hVF0hcCJOJPJQJaJh{hcOJQJhcCJOJQJ^JaJ hVF0hc hx?DhcCJOJQJ^JaJ hVF0hcCJOJQJ^JaJhcOJQJh jhcOJQJr tRD;;D $Ifgdcd$Ifgdckd$$Ifl$FL$ ~6  t027    44 lap$d$Ifa$gdctu$cUUUd$IfgdckdV$$IflMFL$ ~6  t027    44 lap$%YZCcUUUUUd$Ifgdckd $$IflMFL$ ~6  t027    44 lapCDyz3aeWWWWd$Ifgdckd$$IflFL$ ~6  t027    44 lapJxy23`abhFGtuv}45˽s˽sbQCQ܁hcCJOJPJQJaJ hL9}hcCJOJPJQJaJ hL9}hcCJOJQJ^JaJhcCJOJQJ^JaJ hVF0hc)hjhcB* CJOJQJ^JaJph$hx?DhcCJOJPJQJ^JaJhhcCJPJaJ *h\#hcCJPJaJ hVF0hcCJOJPJQJaJ hVF0hcCJOJQJ^JaJ$hVF0hc0JCJOJPJQJaJabGucUUUUd$Ifgdckd$$IflFL$ ~6  t027    44 lapuv:qcUUUUUd$Ifgdckdz$$Ifl;FL$ ~6  t027    44 lapWeUUGGUd$Ifgdcd$Ifgdcm$kdD$$IflFL$ ~6  t027    44 lapQRlm`ahkqsuv{~пІraaVNVNVNVNVNhcOJQJh jhcOJQJ hVF0hcCJOJQJ^JaJ'h` hc5CJOJPJQJ^JaJ h` hcCJOJQJ^JaJ hVF0hc$h` hcCJOJPJQJ^JaJhcCJOJPJQJaJ hL9}hcCJOJPJQJaJ hVF0hcCJOJPJQJaJ hL9}hcCJOJQJ^JaJhcCJOJQJ^JaJrcSSEESd$Ifgdcd$Ifgdcm$kd $$IflFL$ ~6  t027    44 lapcUUUUUd$Ifgdckd$$IflFL$ ~6  t027    44 lap~:<gh|} ABó{tfU hVF0hc0JCJOJQJaJhc0JCJOJQJaJ hVF0hc# *h` hcCJOJQJ^JaJ$hwhcCJOJPJQJ^JaJ$hwhcCJOJPJQJ^JaJhcCJOJPJQJ^JaJhcCJOJQJ^JaJ hVF0hcCJOJQJ^JaJhg]hcOJQJhcOJQJh jhcOJQJ! Ts!t!!!eWNNWWWW $Ifgdcd$Ifgdckd$$IflFL$ ~6  t027    44 lapBENGR]hx!9EK[]r!s!t!!!!!!""H"`"""""˶{ hVF0hc0JCJOJQJaJhc0JCJOJQJaJ hVF0hc)hwhcB*CJOJQJ^JaJph)hxhcB*CJOJQJ^JaJph hVF0hcCJOJQJ^JaJ hVF0hcCJOJPJQJaJhcOJQJh jhcOJQJ0!!""##{$|$%eWNNNWWW $Ifgdcd$Ifgdckdd $$IflFL$ ~6  t027    44 lap"""U$i$z${$|$=%>%%%%&&&<&=&&&&&&&&&&&&&&&&'''')))˽˔ud hihcCJOJPJQJaJ hVF0hcCJOJPJQJaJhcCJOJPJQJaJ hVF0hc h8hcCJOJQJ^JaJ hxhcCJOJQJ^JaJhcCJOJQJ^JaJ hVF0hcCJOJQJ^JaJ hVF0hcCJOJPJQJaJhcOJQJh jhcOJQJ'%&&&=&''))))Wkd* $$IflFL$ ~6  t027    44 lapd$Ifgdc )))[*\*a****+++++',,?-\--..../////r0s0t0z00001̾Ӷӥ̾ӛ}mZӾ}mZ$hVF0hc0JCJOJQJ^JaJhc0JCJOJQJ^JaJ h` hcCJOJQJ^JaJh~hcOJPJQJhcOJPJQJ hthcCJOJQJ^JaJhcOJQJhcCJOJQJ^JaJ hVF0hc hVF0hcCJOJQJ^JaJ hVF0hcCJOJPJQJaJh jhcOJQJ#)[*\***+Wkd $$IflFL$ ~6  t027    44 lapd$Ifgdc++',-.eWWWd$Ifgdckd $$IflFL$ ~6  t027    44 lap..//s0eWWWd$Ifgdckd| $$IflFL$ ~6  t027    44 laps0t0001eWWWd$IfgdckdB $$IflFL$ ~6  t027    44 lap11111i233b5c5d5l5555h6i6j6r66999999:::::::;;;;;;ɓړړɓukuhc0JCJaJ$hVF0hc0JCJOJQJ^JaJhhcOJQJ hkAhcCJOJQJ^JaJ#h8hc5CJ OJQJ^JaJ h jhcOJQJhcOJQJ h8hcCJOJQJ^JaJhcCJOJQJ^JaJ hVF0hc h` hcCJOJQJ^JaJ&111H2I23c5eTTTTT$d$Ifa$gdckd$$IflFL$ ~6  t027    44 lapc5d555i6eWFF$d$Ifa$gdcd$Ifgdckd$$IflFL$ ~6  t027    44 lapi6j6699:eWWWWd$Ifgdckd$$IflFL$ ~6  t027    44 lap::::;eWWWd$IfgdckdZ$$IflFL$ ~6  t027    44 lap;;;;><<eWWWWd$Ifgdckd $$IflFL$ ~6  t027    44 lap;;;;><<<<<<<<<|=}=>d>e>f>j>l>>>>>>>>>>>&?'?t@|@0BaBϾϩ{sbϾϩ{bϰϩ{s{s hVF0hcCJOJPJQJaJhcOJQJh jhcOJQJ$hVF0hc0JCJOJQJ^JaJhc0JCJOJQJ^JaJ hVF0hchcCJOJQJ^JaJ hxhcCJOJQJ^JaJ hVF0hcCJOJQJ^JaJh3AhcOJPJQJhcOJPJQJhVF0hc0J$<<<}==>e>eWWWWWd$Ifgdckd$$IflFL$ ~6  t027    44 lape>f>>>>eWWWd$Ifgdckd$$IflFL$ ~6  t027    44 lap>>'?1BbBBeWNNW $Ifgdcd$Ifgdckdr$$IflFL$ ~6  t027    44 lapaBbBBBBBB C C CLCVCpCCCCCCCD DDDvDwDxDyDıveevPıEvePh jhcOJQJ)hVF0hcB*CJOJQJ^JaJph hxhcCJOJQJ^JaJ hVF0hcCJOJQJ^JaJ hVF0hcCJOJPJQJaJhVF0hc0Jhc0JCJOJQJ^JaJ$hVF0hc0JCJOJQJ^JaJ hVF0hc hg=hcCJOJQJ^JaJhcCJOJQJ^JaJ)h\#hcB*CJOJPJQJaJphBB C CqCCCeWWWWWd$Ifgdckd8$$IflFL$ ~6  t027    44 lapCC DDxDeWWWd$Ifgdckd$$IflFL$ ~6  t027    44 lapxDyDDD7EgEFFeWNNWWW $Ifgdcd$Ifgdckd$$IflFL$ ~6  t027    44 lapyD}DDDD6EfEgEZFFFFFFFFFG?JKKLLLLLLLLLLLLLMwppcYcYcYchcOJPJQJh-NhcOJPJQJ hVF0hc-hxhcB*CJOJPJQJ^JaJph hxhcCJOJQJ^JaJ hVF0hcCJOJQJ^JaJ hVF0hcCJOJPJQJaJhcOJQJh jhcOJQJhVF0hc0Jhc0JCJOJQJ^JaJ$hVF0hc0JCJOJQJ^JaJ"FFGCGXHH@JpJKeWNNNNNN $Ifgdcd$Ifgdckd$$IflFL$ ~6  t027    44 lapKKLLLLLMMWkdP$$IflFL$ ~6  t027    44 lapd$IfgdcMMMMMMM]R^R_RDSESKS_S`SUUVVVV W WhYiYZZռռvePռEh jhcOJQJ)hxhcB*CJOJQJ^JaJph hxhcCJOJQJ^JaJh9uhcOJPJQJhcOJPJQJ hVF0hcCJOJPJQJaJ#hcB*CJOJQJ^JaJphhcB*OJQJphhVF0hc0Jhc0JCJOJQJ^JaJ$hVF0hc0JCJOJQJ^JaJ hVF0hc hVF0hcCJOJQJ^JaJMMMPP^R_RCSDSeWWWWWWWd$Ifgdckd$$IflFL$ ~6  t027    44 lapDSES`SUUUUUzV{VVeWWWWWWWWWd$Ifgdckd$$IflFL$ ~6  t027    44 lap VVV WiYZZUkd$$Ifl1FL$ ~6  t027    44 lapd$IfgdcZZ.ZZ[[eWWWWd$Ifgdckdl$$IflFL$ ~6  t027    44 lapZ!Z-Z.ZZZ[[[[[%[&['[([T[U[n[o[q[[[[[[ɸ|tptct|ɸR@# *hVF0hcCJOJQJ^JaJ hxhcCJOJQJ^JaJh jhc0JOJQJhcjhcUhcOJQJhxhc0J$hxhc0JCJOJQJ^JaJ hVF0hc hVF0hcCJOJQJ^JaJ hVF0hcCJOJPJQJaJh jhcOJQJhVF0hc0J$hVF0hc0JCJOJQJ^JaJhc0JCJOJQJ^JaJ[[[[[[eWWWWd$Ifgdckd2$$IflFL$ ~6  t027    44 lap[[[["\eWWWd$Ifgdckd$$IflFL$ ~6  t027    44 lap[[[[[!\"\#\$\%\'\(\*\+\-\.\0\C\T\q\z\\\\\\\\\\\\\\uuund^d^d^d hc0Jjhc0JU h ;hchc5CJOJQJ^Jh{yhc5CJOJQJ^JhcjhcUhVF0hcCJaJ hVF0hc hxhcCJOJQJ^JaJhcCJOJQJ^JaJh3AhcOJPJQJhcOJPJQJhxhc0J h[qhcCJOJQJ^JaJ!"\#\$\&\'\)\*\,\-\/\0\ecYcYcYcYc dgdckd$$IflFL$ ~6  t027    44 lap 0\\\\\\\\\\\c]d]e]f]g]gdc $h]ha$gdc +&#$gdch]hgdc &`#$gdcgdc$a$gdc\\\\\\\\\\\]#]5]<]W]c]d]f]g]ؿؠhVF0hcCJaJ hqhchc5CJOJQJ^Jh{yhc5CJOJQJ^JhcmHnHuhcjhcU hc0Jjhc0JUhc0JmHnHu)1h0:pc= /!"#$`%$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l$ t0275 55ap$$If!vh5 55#v #v#v:V lM t0275 55ap$$If!vh5 55#v #v#v:V lM t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l; t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l1 t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap$$If!vh5 55#v #v#v:V l t0275 55ap666666666vvvvvvvvv6666>666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666666666666666866666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p(8HX`~ OJPJQJ_HmH nH sH tH N`N L9}Normal dCJPJ_HaJmH sH tH DA D Default Paragraph FontRi@R Table Normal4 l4a (k ( No List \^\ |0 Normal (Web)ddd[$\$CJOJPJQJaJ4o4 |af_outputlabelbb | Medium Grid 1 - Accent 21 ^m$ OJPJQJJ`"J |Headerd! mHsHtHF/1F | Header CharCJOJPJQJ^JaJJ `BJ |Footerd! mHsHtHF/QF | Footer CharCJOJPJQJ^JaJ.)`a. | Page NumberZ rZ |0 Balloon Text dCJOJ QJ aJmHsHtHR/R |0Balloon Text CharCJOJ PJQJ ^J aJ6U`6 |0 Hyperlink >*B*phFV F j0FollowedHyperlink >*B* phPK!K[Content_Types].xmlj0Eжr(΢]yl#!MB;BQޏaLSWyҟ^@ Lz]__CdR{`L=r85v&mQ뉑8ICX=H"Z=&JCjwA`.Â?U~YkG/̷x3%o3t\&@w!H'"v0PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!0C)theme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-!K[Content_Types].xmlPK-!֧6 1_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] gU"+ 56;LMWXYxr tu$%YZ C D y z 3 a b G u v : q W r Tst{|=!!!!["\"""##'$%&&''s(t((()))H*I*+c-d---i.j..1122223333>4444}556e6f66666'71:b::: ; ;q;;;; <<x<y<<<7=g=>>>?C?X@@@BpBCCDDDDDEEEEHH^J_JCKDKEK`KMMMMMzN{NNNN OiQRRR.RRSSSSSSSSSS"T#T$T&T'T*T-T0TTTTTTTTTTcUdUeUhU00000000000000000000000D00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000D000000000000000D000000000000000000D00000D0000000000000000000D00000000000000000000@06q"6q"p6q"6q"p6q"6q"p6q"6q"p@0@0@0t"t"t"ZpH!H!t"ZH!H!H!@0@0@ @H!H!Mp; @H!H!Mp; @H!H!Mp; 6q"6q" 8p AADy J~B")1;aByDMZ[\g]Z]bfikmotz~6 rt$Cau!%)+.s01c5i6:;<e>>BCxDFKMDSVZ[["\0\g][\^_`acdeghjlnpqrsuvwxy{|}'STSnSgUXXD!! 8@0( !-! B S  ?_GoBackhUhU&T&T#T$T$T&T&T'T'T)T*T,T-T/T0TTTTThU#T$T$T&T&T'T'T)T*T,T-T/T0TTTTThUj CJ5,W\Q8E"ppK,{.PW ^`OJQJo( 8^8`OJQJo(^`OJ QJ ^Jo(o  p^ `OJ QJ o(  @ ^ `OJ QJ o( x^x`OJQJo(H^H`OJ QJ ^Jo(o ^`OJ QJ o( ^`OJ QJ o( H^H`OJQJo( ^`OJ QJ o(o ^`OJ QJ o(  ^ `OJQJo( ^`OJ QJ o(o X^X`OJ QJ o( (^(`OJQJo( ^`OJ QJ o(o ^`OJ QJ o(80^8`0^Jo(.^`^J.pL^p`L^J.@ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PL^P`L^J. ^`OJQJo( ^`OJ QJ o(o p^p`OJ QJ o( @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJ QJ o( ^`OJQJo( ^`OJ QJ o(o P^P`OJ QJ o(80^8`0o(.^`.pL^p`L.@ ^@ `.^`.L^`L.^`.^`.PL^P`L.\Q8CJ5{.PpK         NZ                 V        c+56MWXYxr tu$%YZC D y z a b u v t|=!["\"""##'$%&&''s(t((()))+c-d---i.j..122223333444}5e6f66666'7b::: ; ;;; <<x<y<<g=>>?CDDDDEEE_JDKEK`KMNN OiQRR.RRSSSSSSSS"T#ThU@gUp@Unknown GTimes New Roman5Symbol3 ArialQBaskerville Old FaceG5  jMS Mincho-3 fg5 Tahoma7Cambria3к!Times7CalibriC~LLucida Grande?!Courier New;Ь!Wingdings 1hj'j'Dg+ aE # q43UE J#qHP ?'|0"ColeenFaculty       Oh+'00x   ('Coleen Normal.dotmFaculty2Microsoft Word 12.1.0@@BL@~P@~P + aE ՜.+,D՜.+,0 hp  'FUJITSU#3U  Title< 8@ _PID_HLINKS'A $!mailto:fernandezpurba@deanza.edu2!mailto:leewheatcoleen@deanza.edu  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F k PData 1TableOWordDocument+"SummaryInformation(DocumentSummaryInformation8CompObj` F Microsoft Word 97-2004 DocumentNB6WWord.Document.8