ࡱ>  Nbbjbj +̟̟ YB> > 5558166<M7(84585858999GMIMIMIMIMIMIMXPRIM99999IMD<5858^MD<D<D<95858GMD<9GMD<D<GhH`/P5:ToG;H tM0MGSD<S HD<H99955> :    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: Dept (LA) Speech CommunicationI.A Program Mission Statement: Our mission is to prepare our students with the communication skills necessary to succeed in life and to make the world a better place by applying these skills. Students gain greater knowledge and skill in communicating in meaningful, collaborative, and problem solving ways that build trust and respect and lead to creative and wise decisions. In our classrooms we co-create learning environments that embrace diversity, collaboration, critical engagement, democracy, social responsibility, technology, and authentic communication. We believe that every student, regardless of ethnicity, culture, language, disability, gender, sexual orientation, or religion, should have equitable opportunity for success in developing her/his own personal, academic, and career potential. We celebrate our diverse perspectives, goals, cultures, and traditions and through our communication education and shared experiences develop the whole person, improve the educational experience, and gain a raised consciousness of our social responsibility and global interdependence. We are continually improving our courses, exploring new ideas, and collaborating with colleagues to foster our own professional growth and to provide the best possible opportunities for our students.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.Career/TechnicalBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement Awarded17If 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:12If 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 populations1) Total targeted group enrollment grew 8.53% from 2010-11 to 2011-12. We view these increases as significant due to sustained enrollment growth, success rates, and retention for targeted populations over multiple years. 2) Success rates for White (83%), Asian (87%), Filipino (87%), and Pacific Islander (88%) populations remain in the 80 percentile, followed by African American (77%) Latina/o (75%) and Native American (75%). The greatest percentage increases in success rates were among Pacific Islander and African American. Although progress is slow, we are making headway towards closing the equity gap. Our course and program level assessment results tell us our student-centered, inclusive, and community building pedagogy positively influence success and retention among targeted populations, yet ý and other bay area community college students identify access to classes and resources, and personal hardship as negative influences to targeted populations (source Mobilize.org a national organization collaborating with community colleges around the nation to engage millennials to find and implement solutions that increase access, growth, and retention for all students and targeted populations). 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:While the present state of our democracy impedes opportunity for real change in addressing issues of equity--our college, our cohorts, our department, our faculty, and many of our students believe we can work together to improve student access and success by creating formal and informal networks (cohorts, office of equity, institute of civic engagement, support services), by identifying and supporting effective practice, by advocating for effective public policy, and by using our communications and convening capacity to build public will for change. We believe that with the support of these initiatives, and with what we do in our classrooms, we will continue to make significant progress in closing the equity gap.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:To close the equity gap we will: 1) Open our classrooms for inclusiveness and equality; 2) Assess our program and courses to determine how best to achieve the highest possible success rates for inclusiveness and equality; 3) Use innovative technology to support student success and increase the number of hybrid speech classes; 4) Increase student access to course materials and instructors outside class via webpages, catalyst, e-mail, and other social media; 5) Take more time in class to inform students of resources and update our webpages to support their success; 6) Optimally schedule classes especially during high demand time; 7) Partner with cohorts, Institute of Community and Civic Engagement, and Office of Equity to authentically engage our students in civic and political processes and community leadership; 8) Continue to train student facilitators to lead change in our community and to support our college vision of equity; 9) Increase access, growth, retention and success among Pacific Islanders by offering a course as part of the AAPI grant; 10) Continue to offer LinC classes that support our vision of equity; 11) Train adjunct faculty to teach multiple preps (this is imperative with our disproportionately high part-time to full-time FTEF ratio).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:Overall enrollment declined 3% (5,687 for 2010-11 to 5,526 for 2011-12). Success rates increased 8%.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 We are one of the first two departments at ý to develop and offer the Communication Studies AA degree Transfer Model Curricula (TMC) to increase associate degree completion. This option, compliant with the Student Transfer Agreement Reform Act (SB 1440), has proven beneficial in making transfer seamless for students who plan to complete a bachelors degree in a similar major at a CSU campus.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 Improvement1) Our approved faculty position for 2013-14 will help us meet basic enrollment demands, reduce impacted classes, support growth in on-line/hybrid/blended curriculum development, improve FTEF, sustain our leadership focus, and generally strengthen and grow our program. 2) Our two most recent faculty hires have strengthened student access, support, assessment, and representation. Both new hires have made significant contributions to our department and college. Both are diverse in their education and ethnicity, and are committed to closing the equity gap. One is our technology specialist who has designed and taught our public speaking hybrid offering and trains others to do the same. Another has taken the lead to advise our speech majors, update our webpages, and create an informal speech communication network using a student generated newsletter and web blog. 3) We continue to make progress and improve our program by engaging in meaningful assessment work. 4) We have failed to make progress with load disparities in our department. The load value for equivalent courses taught by our Speech Communication colleagues at Foothill is .1111 compared to our .0909. This means our Speech colleagues at Foothill and colleagues at ý teaching courses of equivalent academic rigor, preparation, research, and writing requirements teach nine courses per year vs. our eleven courses per year. Interventions to correct such inequities should be a campus/district priority. 5) In light of program reductions and budget cuts, we continue to search for ways to sustain specialty courses for Speech Major and Certificate students, our debate program, civic engagement initiatives, facilitator training, and programs directly targeted to at-risk students including LinC and our Speaking and Listening Center. 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:1) Our students are technology savvy social networkers and multi-taskers (work, school, social, family). In response to external trends and needs of our students we have implemented the Public Speaking hybrid offering and many of our faculty are integrating technology in ways that support current use by our student population. 2) We continue to champion learning communities, LinC our courses, and offer civic engagement opportunities for our student facilitators. We need more of our classrooms set up to accommodate these initiatives. 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 Summary70%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 assessmentPLO: Faculty make a sustained collaborative effort to self-assess and improve ourselves as a department and program. Learning highlights: We held a department retreat on 1/18/2013 to review current results for multiple assessments, share how assessment has changed our teaching, share best practices resulting from assessments, and plan future assessments. There is a general consensus among retreat participants that assessment has altered our teaching in some way from the design of course content/assignments/activities, to changes in formative and summative assessment/evaluation measures. The rich dialogue among colleagues that emerges from these assessments is impetus to create an online network for sharing assessments, best practices, assignments, and rubrics.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 Summary180%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 assessmentAssessment results are useful to target specific areas of growth and improvement in speaker confidence, listening, and critical thinking, however, some assessments are additive and we will step back to determine which assessments help students most in any given class. We need to assure we use assessment to inform our pedagogy and support student growth and at the same time use caution not to overwhelm students with multiple assessments. We will work to make assessments less additive and more integrated.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 Trends1) While we are committed to making smarter and more sustainable choices to distribute course materials, the elimination of materials fees poses a serious concern for distribution of greensheets, exams/quizzes, grading rubrics, and assessments. We will need B Budget to augment necessary print costs. 2) While Measure C assures us most classrooms will be smart and we will have upgrades and refresh of classrooms, beyond this our budget is abysmal. This makes even more urgent our grass roots initiatives; our commitment to democracy, social responsibility, and equity; and what we do in our classrooms on a daily basis to break down barriers, open doors to equity, and create a new vision for our students.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 TrendsConsistent with college-wide trends, enrollment continues to decline (3% between 2010-11 and 2011-12). We will increase enrollment, respond to long wait lists, and create more opportunities for access and success by offering more classes as a direct result of filling a faculty position. Offering more classes during peak hours would also positively impact enrollment (if classroom space were available). 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:1) We have not been at full capacity since Jim Luotto and Mike Holler retired (both taught .5 of their load in Speech). 2) Donna Stasio began Article 18 reduced work load starting 2012-13, resulting in even lower full-time FTEF. 3) Although our department and college would benefit from a growth position, we do recognize the compelling need for a Reading and ESL hire in our division. 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 Included in Measure CA 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, QuantityUpgrade recording equipment for student speeches from analog (vhs) to digital (could be dvd or memory stick) in L48, L49, L43, and L45. Initial estimates suggest that the cost of this can range from $500-$1000 per room change. Final cost will be determined after consultation with ETS. Does not require new or renovated infrastructure.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 JustificationMake digital recording more accessible to our student population. This is also an important step for further integration of technology in our traditional and hybrid course and is in alignment with the College Technology Master Plan.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 Request1) A fifth (one more) dedicated classroom to meet enrollment/instructional needs. 2) Refresh L45, L48, L49.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 Justification1) Need dedicated classroom to respond to student enrollment, scheduling, and long wait lists. 2) Recommended refresh cycle every 5 years. Much of our equipment is well beyond 5 years, is unreliable, and needs constant fixes (which are not always possible given high use rate of classroom and equipment).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 Augmentation$5,000 supplemental printing augmentation for crucial greensheet/exam/assessment/instructional materials. 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 Needs1) Expand distance learning pedagogy/e-learning/catalyst training. 2) Continue to cross train faculty to teach multiple preps so we have coverage for all of our course offerings. 3) Training in options that reduce our printing expenses (Course Studio, Materials Packets, Web Pages, Catalyst, etc). 4) SLO/PLOAC faculty development and training. 5) Training in emerging technology to support student access and success.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 plansWe have already assessed the above requests and will continue to: 1) Monitor enrollment to manage classroom usage. 2) Assess student and faculty technology usage and stay current in emerging technologies and applications in education and in the workplace. 3) Assess demand for and success of hybrid speech classes. 4) Assess program level outcomes/core competencies across our program. 5) Seek grant funding for our student leadership/facilitator training model. How do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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