ࡱ>  2tbjbj 7eejB ttttt8dd0.4'+ ,^Jt  Q#ttQ#Q#Q# ttQ# Q#Q#68oh!70078ZQ#Z08Q#8t  Q# 0Z ::    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 CPR boxes on TracDat under Department Tab -> General Subtab. Save this word doc in the following format: s14cpr_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:pappemary@fhda.edu" pappemary@fhda.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: EnglishI.A Program Mission Statement: The English department at ý College offers students the opportunity to study language, literature, creative writing, basic skills writing and transfer-level composition while deepening critical thinking, research, communication skills and aesthetic awareness. In connection with campus-wide programs such as LinC, Puente, First Year Experience and Sankofa the English department continues to assess, improve and devise new strategies to assist all students, but particularly underrepresented and academically at risk groups, in developing the written communication and analytical skills needed to achieve their academic, professional and personal goals.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, TransferBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Choose a secondary mission of your program.Transfer, Basic Skills, AABasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement AwardedN/AIf applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to:  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your programI.B.1 Number Certif of Achievement-Advanced awarded:N/AIf applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html leave blank if not applicable to your programI.B.1 Number AA and/or AS Degrees awarded:12. This degree program started in 2010, and now has grown to about 500 declared English majors, so we expect an increase in degrees awarded in the coming years. In addition, a recent survey of students in Literature courses revealed that only one out of 167 students was not planning to transfer. Thus transfer is the goal and marker of success for nearly all of these students.If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html 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 populationsSince the 2008 program review requested data only on African Ancestry, Latino and Filipino students, I will confine my comparison to those groups. In Literature, enrollment of these targeted populations has increased: African Ancestry students from 29 in 2008 to 75 in 2012-13 (63% increase); Latino students from 132 to 340 (63% increase); and Filipino students from 91 to 92 students (only 1%, but consistent with the growth of this group campus-wide). In EWRT classes, enrollment of these targeted populations has also increased dramatically: we enrolled 394 African Ancestry students in 2008 and 553 in 2012-13 (40% increase); Latino students from 1636 to 3201 (95% increase); and Filipino students from 762 to 820 students (8% increase). 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 2008-09 through 2012-13 available at:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html )II.A.2 Trends in equity gap:Since 2008-9, the numbers of successful students in English Writing for targeted groups grew dramatically from 2005 successful students to 3306 in 2012-13. The 2008-9 program review does not provide data on the success rates for these groups, but in the last three years, success in EWRT courses for targeted populations has declined slightly from 74% to 72%. Although we have strong enrollments and success rates that remain well above the campus average and statewide goals among targeted groups, we feel that the loss of the lab classes that used to be attached to all basic skills classes has had a negative impact on the success of vulnerable students. Programs like Puente, Sankofa and FYE are producing excellent results, but they do not begin to touch the depth of the need. Since 2009, the numbers of successful students in English Literature courses for African Ancestry students has decreased from 58% to 56% in 2012-13. Latino Students success has increased from 67% to 71% while success for Filipino students has remained at 71%. While most of these numbers are above the campus average and within statewide goals, we especially note a need to increase success among African Ancestry students. To that end, we have diversified our course offerings, including African American Literature and Ethnic Literature of the United States in next years slate of classes. We hope that we will be able to more fully engage students from these groups and thereby promote their success. Refer to  HYPERLINK "http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf" http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf , p.16. Briefly address why this has occurred.II.A.3 Closing the student equity gap:Although our equity gap remains lower than the campus average and more than achieves statewide goals for targeted groups, we feel that the loss of the lab classes that used to be attached to all basic skills classes has had a negative impact on the success of vulnerable students. We have adopted several strategies to compensate as much as possible for that substantial loss of resources and student support: 1. We have prioritized assigning full-time faculty to Basic Skills courses (46% of basic skills courses are taught by full time faculty while our writing program as a whole has only 26% full time FTEF). 2. We have developed Customized Academic Support that is imbedded in our lowest level class, EWRT 200, as a required adjunct to instructiontailoring tutorial assistance to the needs of the most vulnerable students. As a result, success in EWRT 200 is now just as strong as the higher level, EWRT 211, even though these students have greater obstacles. 3. Programs like Puente, Sankofa, FYE and the LART courses are also producing excellent results. We must hire additional faculty to maintain the strength of our basic skills success and address the equity gaps in the literature program. Student success in English also needs support through re-hiring some of the many positions that were cut from the Writing Center so that we can expand the successful model of small group tutorial instruction as a part of Basic Skills courses. 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:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html If a rationale for your strategies was not stated in the 2008-2009 CPR, then briefly explain now. II. A.4.a.Plan if success rate of program is below 60%Our success rates are above 60% in all areas.In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf If course success rates in your program fall below 60%, what are the departments plans to bring course success rates up to this level?II. A.4.b. Plan if success rate of ethnic group(s) is below 60%Our course completion rates are above 60% in all areas and all targeted groups with two exceptions: Native American and Pacific Islander students in literature courses in 2012-13. However, there were only 3 Native American students enrolled in literature during that year, and the preceding two years indicate completion rates around 80%. Similarly, Pacific Islander student enrollments have averaged 12 students, so difficulties for just a couple of students can look like a disastrous year for the program, when in fact, completion rates for Pacific Islanders tend to be around 80%.In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf Are success rates by ethnicity at or above 60%, if not, what are the departments plans to bring the success rates of the ethnic group(s) up to this level?II. A.4.c.Resources needed to reach institutional standardFor all students in English Writing courses, completion rates are 78%. For all students in English Literature courses, completion rates are 76%.In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf What resources may you need to bring the success rates of the program or ethnic group(s) up to the institutional standard?II.A.5 Overall growth/decline in # students:Despite an overall college enrollment decline of 1.8%, our unduplicated headcount in English Writing has gone up 2.3% in the last 3 years. Our course success in this area has declined 2%. Our unduplicated headcount in English Literature has increased 3.6% in the last 3 years. Our course success in this area has remained the same. We have substantial un-served student waitlists for nearly all courses.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 English enrollment numbers in creative writing have been negatively impacted by changes to the State rules on repeatability of courses and UC rules on prerequisites. We believe we have turned away the equivalent of 50 students per year because they are no longer allowed to repeat creative writing courses. In addition, new UC requirements force us to apply composition prerequisites to creative writing courses where they are not particularly appropriate, which has cost us substantial enrollment of developmental-level students and lifelong learners. Given these new barriers, steady enrollments in creative writing represent an accomplishment. In fall 2013, we revised the English AA to include more creative writing classes, so that English majors have the option of a creative writing emphasis. We hope this will build our creative writing enrollment and attract a larger audience for Creative Writing courses. Marketing support would also be greatly appreciated. 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 ImprovementOur main area of improvement in 2008-9 was to work on enrollment and retention. We are an area of growth on campus, so we have succeeded against the obstacles on that front. In terms of retention, we are succeeding at levels most colleges would envy: 70% of our students who place into basic skills English courses are not only retained, but successfully complete Freshman Composition. We are achieving approximately double the statewide average success rate on this measure. This also represents substantial progress, since our success rate in EWRT 1A for those who started in Basic Skills was under 60% in 2008.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 Summary100%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 assessmentWhen we discovered that some students lack confidence entering the research project in EWRT 2, we looked backward through the sequence of courses leading up to EWRT 2, and added preparatory steps into the curriculum for courses that lead up to EWRT 2: EWRT 1A and EWRT 211. When we discovered that not all students felt prepared for the writing requirements of the English major, we held two faculty focus group trainings (a retreat and a department meeting) to refine our teaching practices for the shared assignment most classes require. We agreed that we should offer the students writing samples that highlight the different writing requirements of our typical essay assignments. When we discovered that students feel the literature program does not offer enough diversity of perspectives and global awareness, we wrote and submitted new curriculum to enhance the diversity of our offerings: African American Literature and Ethnic Literature of the United States. We are working on writing a three-course World Literature sequence, another area where students expressed great interest.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 Summary100%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 assessmentWhen we discovered that some students lack confidence entering the research project in EWRT 2, we looked backward through the sequence of courses leading up to EWRT 2, and added preparatory steps into the curriculum for courses that lead up to EWRT 2: EWRT 1A and EWRT 211.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 TrendsWe lost all materials fees budgets so we must replace that fund with a reliable budget allocation for this critical resource. Over the last few years, the college has replaced only about half of the English faculty who have left or retired. 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 TrendsWhen readiness courses were removed after the Spring 2010, EWRT lost 13% of our Basic Skills enrollment. Nonetheless, we rebuilt our program and enrollment rebounded. Current un-served waitlists are due mainly to a lack of available classrooms at high demand times. If the English department were given control of more rooms, we could add 6-8 sections most quarters (180-200 students per quarter). In addition, we need at least one larger classroom for our literature courses, which have enrollment limits of 45. Our largest room (seminar 2) has a seat count of 42.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 NeededWe are requesting two replacements due to vacancy and one growth position.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:We will have to add more classes to implement Student Success and Support Program, particularly at the Basic Skills level, but also to capture the large student waitlists in EWRT 2 and EWRT 1A. We do not currently have enough faculty to maintain the high concentration of full time faculty in Basic Skills instruction that is one of the keys to our outstanding success in moving students from Basic Skills to transfer level. I addition, the colleges prestige and our ability to attract students from outside our district and outside the country depend on our high transfer rates. Students cannot transfer if inadequate course offerings prevent them from enrolling in EWRT 2 or EWRT 1B, the last required composition courses. We must support the whole pipeline of English coursework so that student transfer goals are achievable. We also need more expertise in Ethnic and World Literature in order to support our goals for narrowing the equity gap in this area and to continue the enrollment expansion we have achieved. In addition, our PLO work (English AA PLO statement #2) indicates that students do not feel that our offerings provide enough diversity and global perspectives. We do not currently have adequate faculty expertise in all areas of World Literature, so this is a hiring priority. In addition, our Literature student survey indicates that course variety and instructor quality are the top two reasons why students choose to major in English at ý rather than another college. Without full-time hiring in this area, we will be unable to continue to attract students to our high quality program.If there is a request for one or more new faculty state the SLO/PLO assessment data, reflection, and enhancement that support this need.V. A.3 Staff Position NeededStudent success in English also needs support through re-hiring for some of the many positions that were cut from the Writing Center so that we can expand the successful model of Customized Academic Support that tailors tutorial assistance to the needs of the most vulnerable students. A 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 White boards for all L-quad classes where we now have chalk boards.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 JustificationAll faculty and students in classrooms. Leaving these ancient chalkboards in classrooms undermines our investment in technology because chalk dust causes malfunction and increases repair costs. Ultimately, this can become an equity issue, because our basic skills courses are often assigned to classrooms with these chalkboard relics. When equipment breaks down and weeks pass before it can be repaired, English basic skills courses (and the under-served students that make up the majority population in these courses) are relegated to sub-standard, unequal classrooms. In addition, visual learners benefit from the colors that are possible on a whiteboard. 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 RequestWe need to write a more robust English placement website with sample essays and explanation about the process and standards for each placement level. This would not only help students write a placement essay that more accurately reflects their skill level, but also help build a community of evaluation practices within the department. 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 JustificationThis infrastructure would be used by all incoming students and it would help them achieve a more accurate placement in English.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 AugmentationIn order to promote equity and serve students, especially in Basic Skills courses, we must have additional B-budget to cover printing costs. We would need approximately 1/3 additional B-budget for printing ($8,000). We need to write a more robust English placement website with sample essays and explanation about the process and standards for each level. Writing this website must be done by discipline area experts, and should involve feedback from across the department. This could be accomplished with a grant of about $3000. We need additional B-budget for ongoing faculty training to support our goals for equity and Basic Skills success. We would like stipends for part-time faculty to attend a retreat and norming sessions each quarter, approximately $2500. We would like to expand the highly successful pilot of student mentors in EWRT classes. Initial results show that 100% of the students in the class with mentors passed the class and 100% of students said they were more likely to see a mentor than go to a tutor because the mentor was in the class and could be accessed immediately. 100% of students recommended continuing the program.To expand this model, we would need $1800 for small stipends so that six additional faculty could train and supervise mentors.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 NeedsSince we are a large department, we must have funding for retreats and ongoing staff development to norm our grading and promote best practices in teaching basic skills, transfer level composition and literature. Most of our SLO and PLO work could not have happened without retreat funding and financial support for department leadership. We also need support for English Department faculty to develop instructor websites. 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 plansWere not going to assess the outcome of each chalkboard replacement. Printing: We will survey faculty and students about the adequacy of print materials Stipends for training: feedback forms will be collected at each retreat, training or norming session English Placement Website: We can track student use of the website to see if they respond well to this new resourceHow do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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