ࡱ>  ^bjbj +̟̟UB< < 11181|K2<I334333444=I?I?I?I?I?I?IL:OD?I44444?I:833TI:8:8:84$33=I:84=I:8:8BhDOr[15beC1D jI0IuC~O:8~O D:8D44411< :    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: HumanitiesI.A Program Mission Statement: The Humanities engage students in critical analysis of how they know what they know and promote recognition of the rich human plurality of histories, truths and worldviews. A strong multidisciplinary foundation draws connections between and among academic and intellectual domains of the arts and sciences, as well as the philosophies and religions of the world. A multicultural approach encourages broad synthesis of human issues and a discussion of the relationship between an individual and historical, cultural and social milieu. Students are compelled to recognize themselves as active creators of cultural change in a diverse and increasingly global context.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.N/A or 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 populationsEnrollments in our courses have grown 6% overall in the past year. Targeted student population enrollment grew by 7%, while non-targeted student population enrollment dropped by 5%. Targeted student population enrollment now accounts for 31% of our student enrollment, compared to 24% last year, a gain of 7%. The enrollment gain for the targeted populations mirrors that of the college, with 13% for the division and 10% for the college. The drop in non-targeted groups is unusual, as the division and the college gain enrollment by 5% and 7% respectively. African Ancestry student enrollment in our courses dropped by 12% in the past year, while Filipino student enrollment increased by 14%, and Latino/a student enrollment increased by 8%. Pacific Islander student enrollment remains at less than 20 students total. Enrollments of African Ancestry, Filipino, and Latino/a students mirror the division and college, varying only by a few percentage points. In the past year, success rates for targeted populations have increased by 1%, while success rates for non-targeted populations have decreased by 1% - which means that the equity gap has closed slightly. In the past year, African Ancestry student success rates decreased by 2%, Filipino student success rates increased by 8%, Pacific Islander student success rates decreased by 16%, and Latino/a student success rates decreased by 2%. This said, the most recent success rates show vast improvement over three years, with African Ancestry students showing an increase of 5%, Filipino students showing and increase of 20%, Pacific Islander students showing a slight drop in success rates, and Latino/a students showing and increase of 8%. So although we see mixed numbers in the short term we show strong improvement over the long term. Overall retention rates for targeted and non-targeted student populations have increased slightly in the past year, which shows improvement of 7% over three years. Over the past year, African Ancestry student retention rates increased by 4%, Filipino student retention increased by 4%, Pacific Islander student retention decreased by 7%, and Latino/s student retention increased by 3%. This mirrors the pattern for retention over three years.Briefly, address student success data relative to your program Growth or decline in targeted populations (Latina/o, African Ancestry, Pacific Islander, Filipino) refer to the sites: (Program reviews 2008 - 2010 available at: http://research.fhda.edu/programreview/DAProgramReview/DeAnza_PR_Div_pdf/DeAnzaProgramReviewDiv.htm AND program review data 2010-11 & 2011-12 at http://www.deanza.edu/ir/program-review.html)II.A.2 Trends in equity gap:The Humanities program has made significant efforts to increase access and retention rates for all students, and specifically for identified target populations. The Humanities department has broadened their course offerings to include additional distance-learning courses, as well as Friday and Saturday courses with the concept of increased access in mind, especially for non-traditional and working students. The Humanities program has also had the opportunity to hire adjunct instructors who are student-centered, innovative in their classroom approach, and more representative of the student populations at ý. Humanities courses must address both basic skills needs of our students as well as the content specific knowledge expected of our students for articulation. Specifically, students need basic skills in English reading and writing in order to develop and communicate their understanding of the content of our courses and also to succeed in their academic, transfer and career goals. Differential preparedness strongly impacts success and retention rates of our targeted groups, and is therefore central to any discussion of closing the equity gap. Given that we have not yet reached our goal of an equity gap no larger than 5%, the Humanities program must continue to assess how we are meeting the basic skills needs of our students. Current early assessment and intervention techniques, individualized attention, and detailed feedback on assignments does not appear to be enough. Our basic assumptions around improving student retention and success may be flawed or they may be other factors that are contributing to the trends noted above. Our retention and success numbers are mirrored in the college as a whole, with our success rates for African Ancestry students slightly lower than the campus average. As this is the case, we speculate that factors outside the classroom may be contributing to success and retention rates, for example: greater economic pressures in an economic downturn or shift in student preparedness.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:In our comprehensive Program Review in Spring 2009, The Humanities department affirmed its commitment to student equity. In intervening time, we have seen no consistent pattern in increase or decrease of overall enrollment or in success metrics. Gains in a given year might be followed be a partial slip in the next and then a recovery to the original numbers in the year that follows. It is difficult to discern whether the tendencies we see in our own numbers are based on what is happening in our classroom or outside our classroom. We are having a difficult time discerning whether the Humanities programs efforts at engaging multicultural content, utilizing multicultural pedagogical techniques, and honoring multiple-intelligences and learning styles are affecting our metrics. It must be noted here that information regarding growing outside economic constraints on targeted student populations would assist in evaluation of our pedagogical practices. It is possible that the Humanities program must reassess the relationship between basic skills and content while maintaining high standards and high expectations in the classroom. Differential preparedness between student populations presents a challenge that we must develop skills to meet. It seems clear that Humanities courses must assist students in building the basic skills they need for success in our classrooms and beyond.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 3,429 students in the 2011/12 school year represents an increase from 3,222 students in 2010/11 and represents an increase in student enrollment to numbers similar to the 2009/10 levels and vastly improved from 2007/08 enrollment of 2657.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 focus on SLO and PLO work as encouraged by the accreditation team has impacted the workload of faculty members in the department. Potentially, the faculty discussion generated in this process has helped us to focus on our learning goals for our students. We anticipate that Transfer Model Curriculum requirements will also have an impact on program offerings and student participation in our courses.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 ImprovementIn the Spring 2009 Program Review, the Humanities program indicated the following goals for improvement: This programs areas for improvement rest in serving greater numbers of students with improved retention and success rates and closing the equity gaps in success and retention between targeted and not targeted student groups. It is evident, given the discussion in the fields above, that the Humanities program has been successful in attracting students and improving enrollment but that we must continue to work on identifying effective strategies for closing the equity gap.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 SummaryThe Humanities department completely finished its first round of PLOs in the winter and spring of 2011 and was able to enter all of this data into the TracDat system during the spring of 2012. Our department is unclear as to what the next cycle of PLO assessments should look like, so we are awaiting further instructionsGive 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 assessmentThe Humanities department has had a number of very constructive conversations regarding the mission of our department and our goals for our students. More than anything, the process has encouraged community in our department and has focused on student centered learning. Our assessments indicated, on the whole, that we are meeting our goals to a large extent. The most consistent theme in our discussion of enhancements centered around offering students more clarity initially about our learning outcomes and then giving consistent feedback to students over the course of the quarter about their progress towards these outcomes.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 SummaryThe Humanities department completely finished its first round of SLOs in the winter and spring of 2011 and entered all of this data into ECMS. In the transition to TracDat, much of this data was lost. In spring of 2012, we reconstituted this data and entered it into TracDat. Our department is unclear as to what the next cycle of SLO assessments should look like, so we are awaiting further instructionsGive 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 assessmentThe Humanities department has had a number of very constructive conversations regarding the mission of our department and our goals for our students. More than anything, the process has encouraged community in our department and has focused on student centered learning. Our assessments indicated, on the whole, that we are meeting our goals to a large extent. The most consistent theme in our discussion of enhancements centered around offering students more clarity initially about our learning outcomes and then giving consistent feedback to students over the course of the quarter about their progress towards these outcomes.State an enhancement that was enacted this year as a direct result of an assessment of a student learning outcome. State course, SLO statement, enhancement and reason for choosing this enhancement. If none, write NONE.IV. A Budget TrendsPlease see my Division Deans Budget DataAssess 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 TrendsAs mentioned in the field above, the 3,429 students served in the 2011/12 school year represents an improvement of 6% from the previous year and a significant (20%) growth from the 2,657 students served in 2007/08. The division as a whole has increased enrollment of 1% in the past year and the college has decreased enrollment by 2% in the past year, so our 6% increase is significant in comparison. This increase has been fueled by a 3% increase in productivity and a very mild increase (1-2 classes) number of sections.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 NeededNo Faculty 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: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 A drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested V. A.5 Equipment Title and Description, QuantityDescription should identify if the item(s) are new or replacement(s), furniture/fixtures, instructional equipment, technology related, expected life of item, recommended warrantees etc. Did this request emanate from a SLOAC or PLOAC process? Does this item require new or renovated infrastructure (eg wireless access, hardwire access, electric, water or heat sources . . . ) V. A.6 Equipment JustificationWho will use this equipment? What would the impact be on the program with or without the equipment? What is the life expectancy of the current equipment? How does the request promote the college mission or strategic goals? Etc. V. A.7 Facility 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 JustificationCurrently, there is no computer lab on campus that can be reserved by faculty in the Social Sciences and Humanities for the purposes of teaching students in real-time data analysis techniques, 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 fees and the increasing use of electronic documents. We could go on at great length about the need for such a labfeel free to contact us for a full pitch on the subject.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 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 disadvantaged those students who are already most marginalized and vulnerable.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 NeedsWhat 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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