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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: Learning in Communities (LinC)I.A Program Mission Statement: LinC抯 program and purpose arise directly from 爱豆传媒抯 overarching mission and purpose. The purpose of Learning in Communities is to promote the success of students � many of whom are under-prepared � by offering a better way to learn. The academic work of each course抯 subject matter is enhanced by interdisciplinary study in which students and faculty build connections between subject matters, disciplines and ideas. Students learn naturally by making connections between different ideas and experiences. Trained 爱豆传媒 faculty integrate two or more subjects to create a better and easier understanding of both. A student works with the same community of students in the linked classes, helping each other succeed and making friends along the way. With common readings and assignments, students learn more and complete more units while feeling empowered to succeed. Mission: To provide students with a special learning experience involving integrated curriculum from two or more classes with a priority on making content and social connections via contact with trained instructors and counselors. 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?Basic Skills and TransferBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Choose a secondary mission of your program.Basic Skills and TransferBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement AwardedNot ApplicableIf 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:Not ApplicableIf 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:Not ApplicableIf 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 ServedFaculty (full-time and part-time) are served by the LinC program through our professional development opportunities and personal mentoring as faculty participate in developing and teaching a learning communities course. In 2011-2012, our program served approximately 35 faculty in this capacity, many of whom taught multiple learning communities sections throughout the academic year. Five of these faculty were new to the program and were all part-timers. 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: # Student ServedStudents = 954 (decreased from 1215 in AY 10-11) Note: While our number of basic skills course offerings remains essentially the same over the past few years, our ability to offer new LinC classes with new faculty teams and thereby serve more students has been diminished in the past few years due to limited funding opportunities and course reductions occurring in divisions, thereby divisions not enabling LinC sections to be created. 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 ServedNot applicable 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 Latina/o population continues to be the 2nd highest population (329 students) we serve with the Asian population again (349 students) as our highest population of students. Per the Program Review Data sheet these two student groups together comprise 71% of our total population of students served. We have served these two populations with consistently higher success (83% in AY 11-12, up from 74% for the Latina/o students; and 82% in AY 11-12, up from 76% for the Asian population). Our program success rates are quite good compared to the all college success rates this year for these two populations (68% for Latina/o students and 80% for the Asian population). In the African Ancestry population, our enrollment has decreased slightly to only 44 students served in AY 11-12 (down from 48 students in AY 10-11). The success rate for these students has also decreased to 63% (down from 73% in AY 10-11), though our success rate is consistent with the current all-college success rate for the college. Our program review data seems to indicate that our success rate decrease is primarily due to student withdrawals versus students not succeeding who actually receive grades. We continue to believe our lower enrollment numbers with regards to this student population over the last three years (compared to previous years) may be attributed to the establishment of the Sankofa Program and the First Year Experience (FYE) program who both recruit from the African Ancestry population and have also use a cohort-based learning model. Students who may have taken classes in our program, may now be enrolling in these programs instead. Our Pacific Islander population enrollment for AY 11-12 was 12 students (compared to 11 students in AY 10-11. In this population, our success rates improved slightly from 80% to 83% over the last two years. The Filipino population enrollment was 59 students in AY 11-12, which is down from the 87 students served in AY 10-11. The success rate, however, grew significantly from 70% (AY 10-11) to 78% in AY 11-12. We believe the increase in success rates in this population is due to the professional development, personal mentoring, and curricular-development opportunities provided to our faculty due to our continued partnership with the IMPACT AAPI grant program. Additionally our success rates throughout our targeted population groups are also due in part to our successful integration of counseling support in all of our learning communities.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:Our success rates in the targeted group was 80% for AY 11-12 and 81% for Not-targeted groups. The equity gap for our program is definitely closing and our program has worked hard over the years to ensure this. We continue to believe that faculty teaching in the program are successfully learning how to give more attention to students of diverse populations and promote their success. We believe the positive shifts in closing our equity gap from previous years continues to come from culturally-specific interventions integrated into the curriculum content of LinC courses and our training of faculty梬hich continues to occur. 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:As a result of the 2008 Comprehensive Program Review, the LinC Leadership team began a conscious effort and plan and continues to do so, to focus our faculty training to include specific applications in curriculum which would directly address issues of diverse populations. Over the past few years, faculty training has included the creation of culturally-specific content and activities which would decrease the student equity gap, while also serving the developmental education needs of these students. At least once a year, we provide each faculty member in our program with a current book that assists them either with including more culturally-relevant material or student engagement activities, in addition to motivating them to create a more inclusive learning environment. In addition, we point faculty in the program to our website which has links to learning communities programs all over the country for new ideas and resources. We continue to use dedicated counselors and/or academic advisors to help with student enrollment, retention, and success. We also used our annual summer institute to include components of "effective teaching practices" and "increasing student engagement" in order to enable faculty to discuss and apply pedagogical practices that help to decrease the student equity gap among our student populations. 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: 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:In the last two years our total enrollment numbers have decreased from 1215 in AY10-11 to 954 in AY 11-12. The enrollment drop is not particularly significant given our consistent and improved success and equity percentages. One reason for the drop in enrollment may be due to the course reductions experienced the last few years across the college, which in turn, limited some of our program offerings. Additionally, the overall college enrollment has also declined. 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 program has not needed to make these kinds of changes because the LinC faculty come to the program with the curriculum changes per the Course Outline of Record that they have made in their respective departments or divisions. The types of changes we would make as a program would be to teach faculty teams how to approach the process of integrating their curriculum to create a strong learning community combined syllabus.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 揗ain Areas of Improvement�Our 2008 Comprehensive Program Review noted a few main areas for improvement. a) FACULTY PARTNERSHIPS: We continue to recruit a broader group of faculty in order to increase the number of faculty from different departments and divisions. Specifically, we have new faculty participating and teaching Learning Communities from PSME (Math) and Language Arts (Asian American Literature, English Composition, and Reading). We also have some interest from full and part-time faculty in both PSME, BUS/CIS and SSH divisions. During this past year, we have had several new instructors/teams join the LinC Program faculty particularly in our LART course offerings. b) PROGRAM INFRASTRUCTURE: As Banner continues to be infused into the processes of the campus, LinC leaders have continued to meet regularly with Jane Swanson to help problem solve the unique needs of the program which involves linking together the classes of the learning community. Our program continues to be strong due to the five main components that we implement to ensure the quality of our program: Training � Providing staff development opportunities which focus on effective pedagogical practices, increasing student engagement, and creating culturally-relevant curriculum for the classroom. Mentoring � Individual and team mentoring provided by coordinators and veteran LinC faculty to ensure the success of new and on-going LinC partnerships. Additionally, the Coordinators also provide mentoring based on programmatic experience to the faculty leaders of other cohort-based learning programs on campus. Curricular Content � Ensuring that there is solid curriculum integration between the linked classes and that the thematic links are geared towards student interests, including activities, in order to provide a concrete and experiential learning experience for the students. Each new faculty team completes a three-step curricular planning process under the guidance of one of the LinC coordinators. Community-building � Working with faculty to employ strategies and techniques that actively and intentionally build community in the classroom. Assessments � Conducting student focus groups (SGIF) and end-of-quarter classroom surveys to continually receive data on the quality of the program and where program improvements might occur. Faculty focus groups conducted as needed for programmatic consideration. We know that our program is strong at the college level, but we are also proud to know that it continues to be a valued and quality program recognized at a national level. Most recently, the LinC Program is featured in the newest book by Vincent Tinto: Completing College, Rethinking Institutional Action (2012 University of Chicago Press). This long awaited volume� details years of educational research by Professor Tinto and his team from Syracuse University centered on four conditions which enable students to succeed and go forward in college.� The DeAnza LinC program has participated in two of these long term research projects which included the analysis of statistical data gathered from the students in our LinC learning communities as well as following several students through their educational experiences using in depth interviews conducted over a period of several years.� The LinC Program is highlighted in an extended example of a Learning Communities program that succeeds with students who enter the program at the basic skills level.� The story of the LinC Program is the featured example describing what the author labels as the fourth and "most important" condition for student retention: Involvement.� In addition, the LinC program is mentioned in several short examples throughout the book as well as quotes from some of the students who were interviewed during the research. (Note: A copy of the book will be available in Staff Development by the end of the year). 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 SummaryAll three of our SSLOs have been assessed over the past few year with the assessment cycle also completed. We are currently at 100%.Give the percentage of Program Level Outcome statements assessed to date. Run report entitled 揦XX 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 assessmentSSLO: Students will participate in learning community classes with integrated curriculum, that will improve their persistence and/or success. (This is the core of what our program does and we constantly strive to assess how we are doing and what we can do to improve in this area). Enhancement: During AY 2012-13, our program continued to offer professional development activities around student engagement and cultural competence, as well as ongoing personal mentoring in order to develop additional LinC offerings (especially in the area of new faculty teams for our LARTs 朾asic skills developmental-level classes). 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 揘ONE�.III.B.1 SLOAC SummarySLOs not applicable for our program given that we have no actual courses that are 搊wned� by LinC. For courses used in LinC program, the course-level outcomes are assessed in their individual departments by the faculty who teach those courses.Give the percentage of Student Level Outcome statements assessed to date. Run report entitled 揅IS 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 assessmentNot applicable.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 揘ONE�.IV. A Budget TrendsWe have had a limited B-budget and had our reassigned time cut for the past few years. If we are able to at least retain our current B-budget and reassigned time, then we are able to provide some of the required resources for our faculty in the classrooms as well as the mentoring and coordination support required to maintain the quality of our program.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. IV.B Enrollment TrendsOur enrollment numbers have decreased only slightly overall. We know that our model of learning is successful with students, so we will continue to develop new pathways and opportunities for students to participate in learning communities. However, if we are not able to provide resources for faculty in the classroom or provide the necessary staff development activities then we may not have trained faculty teaching in the program and that will limit our offerings or students may not receive the community-building activities or support services which ensure LinC classes are successful and that may ultimately decrease our enrollment.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.1 -Faculty Position NeededThe current reassigned time provided for faculty coordination of the LinC program, while limited, is sufficient to maintain the program at this time. It is not, however, sufficient if the program is to scale up. No additional FTEF requested at this time. 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: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 Dean抯 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 RequestName 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 JustificationWho 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 AugmentationNo B budget augmentation is requested at this timeHow 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�. 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 plansIn order to reach current and potential students, we are initiating a social media marketing effort which will include Twitter, Facebook and YouTube videos. 燱e will be engaging LinC students to help implement these various outreach/marketing efforts. We currently have a Facebook page and Twitter handle up and running. 燱e are working with Marty Kahn's team to get our student YouTube testimonials completed. We continue to maintain our adequate levels of programming given funding, but we cannot scale up or grow unless we receive more funding. How do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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