ࡱ>  kMbjbj +̟̟(DB< < 7373738o3t3<J5(G54{5{5{5V6V6V6JJJJJJJM|PDJV6V6V6V6Z6J9{5{5J999^6f{5{5J9V6J99MDheEP737DE J0JDP9P eE9eEV6V6V6$7373< :    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: HistoryI.A Program Mission Statement: The History department offers a myriad of lower division courses in many subfields within the discipline that meet ý G.E. requirements and are CSU and UC transferable. Students develop critical thinking skills and use secondary and primary sources to analyze the human condition within the context of various cultures, civilizations, and time periods. 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.Personal enrichment Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement AwardedNAIf 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:NAIf 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:Historys AA is new and there are not yet statistics for it.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 ServedNAOnly 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 ServedNAOnly 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 ServedNA 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 populationsThe count of targeted groups in 2010-11 grew from 1,827 to 2,148 in 2011-12., constituting a growth of 17.5 %. 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:Overall the departments equity trends have changed, mostly in small amounts. Asians the departments largest group continues to be the most successful group, with the largest success rate of 73% in 2011-12. Whites, the next largest group, continue to be the most successful group with 71% success in 10-11 and a growth to 72% in 11-12. Filipino students went from 59% success in 10-11 to 56% in 11-12, while African-American students went from a 55% success rate in 10-11 to 51% in 11-12. The department has required more writing in our classes over the past year while the college has reduced the kinds of support services available through budget cuts to targeted groups. Our targeted students need the extra help the college used to have available. One department member believes we need to have required prerequisites in writing that are enforced whereas most of the department supports writing across the curriculum. Lack of success means we need more support from Skills and Tutorial service programs. Also, increased number of students in classrooms because of additional numbers from add lists and other adds could be a factor for lack of success as well. 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:We have pushed ahead with all initiatives to help decrease the equity issue gap outlined in the departments last Comprehensive Program Review. 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:Although the history departments number of students served has not returned to 09-10 number of 6,869 it did increase this year 11-12 to 6,535 from 6,186 students in 10-11. This is largely due to faculty adding all students on waiting lists and taking on additional adds. The down side of this is the possibility it could impact the overall success rate of targeted groups, who are our most vulnerable students. Our not targeted groups success remains the same between 10-11 and 11-12 with success remaining at 73% for both years. It appears then that targeted groups could be impacted by a) larger number of students in classes in attempt to grow ýs enrollment and b) lack of community resources to support these students. 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 NAAddress 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 ImprovementBased 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: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.II. E 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.III.A. 1 PLOAC SummaryVirtually 100%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 assessmentSurvey Instrument was Amended.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 SummaryVirtually 100% of History Classes have had SLOACs conducted, usually several times.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 assessmentNone 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 TrendsThe cutting of material fees had directly affected our ability to serve students by denying instructors the resources necessary to create a proper educational environment by denying them access to appropriate exams, projects and general materials. The cutting of finances for such essential needs as tutoring has negatively affected those students who need such resources the most. It is not surprising that targeted groups success rates had dropped from 59% to 54% considering the they are the ones most directly affected by budget cuts. 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 TrendsIncreased enrollment has created financial strains which have been worsened by further budget cuts. As enrollment numbers increase so do financial needs which, when not available, create numerous problems in the classroom. Our targeted groups have been negatively affected by these budget cuts and, while their enrollment number will increase, their success/failure rates will be influenced by future budgets. 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 NeededNone 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:NAIf 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 NeededNAA 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 We submitted a request in 2011 for Measure C funds, in order to have modern whiteboards or markerboards installed in the few L-Quad classrooms which still have old-fashioned and very dusty chalkboards from the mid-1900s. This request was placed on the Measure C website; however, now it is 2013, and markerboards have still not been installed in the classrooms. The request for whiteboards/markerboards was made for educational reasons (benefits student learning with clearer view of information, and multiple colors can be used for student-centered assignments including group discussions of significant material). Furthermore, classrooms with markerboards are more sanitary without chalkdust ruining expensive computer equipment. In addition, we would like to note that chalkboards do pose health risks; in fact, several faculty members have had health issues with this situation (e.g. asthma worsened due to the overwhelming amount of chalk dust which is like an allergy-inducing thick white powder spreading throughout the classroom, etc.). Therefore, for all of the reasons above, we are requesting that markerboards be installed in the following L-Quad classrooms: L23, L24, L25, L26, L28, under the purview of the humanities and social science division, and rooms in which history instructors and others regularly teach. Budget: Over $1,000 (detailed on Measure C request submitted in 2011) 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, QuantityHistorical DVDs, on various topics Budget: Under $1,000Description 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 JustificationSee request for whiteboards/markerboards in V.A.4, above. 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 lab. Name 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 JustificationCurrently there is no computer lab on campus that can be reserved by faculty in the Social Sciences and Humanities division for the purposes of teaching students online research, library and web-based research, and writing. There is no computer lab available for SSH students working on SSH assignments. This will become an increasing disadvantage for SSH students with the termination of student materials fees and the increasing use of electronic documents. (Credit goes to the Sociology Dept. for this wording, but History Dept. is on board with this request for our division also.) 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 AugmentationWe will need a sizable increase in our B budget for copying fees with the elimination of student material fees. Many will argue that all materials should simply be placed online, but there is a significant DIGITAL DIVIDE among our students and many of them do not have consistent access to a computer. Requiring students to access documents online will systematically disadvantage those students who are already most marginalized and vulnerable. (Again, credit goes to the Sociology Dept. for this wording, but History Dept. is on board with this request for budget augmentation.) In addition, there will have to be a photocopying budget for exams, which of course, cannot be placed online for obvious reasons related to academic integrity; the college is arguably obligated to provide photocopying of exams and other necessary academic materials in order to achieve its student learning outcomes. 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 Needsn/a, due to budget crisis 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 plansHow do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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