ࡱ>  bjbj 7eeك? nnnnn8|6d1jv4' 3!1111111,/57JF19n!!!F1%nn1%%%!nn1%!1%%/h0Hf?#001101@0+8%+8 0%n0$!!!F1F1%!!!1+8!!!!!!!!! 4:    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: ARTI.A Program Mission Statement:The Art Department is comprised of distinct areas that work in concert fulfill the primary mission of providing a strong foundation in the arts. The Studio Arts Program, which includes Ceramics, Graphic Design, Painting & Drawing, and Sculpture, emphasizes the teaching of both strong technical and conceptual skills. The Euphrat Museum of Art reinforces classroom learning by providing essential practicum in exhibition design, curatorial experience, community engagement and art education. The Art History Program is an interdisciplinary program serving the departments of Art, Womens Studies, Intercultural Studies, and International Studies. Our courses nurture each individuals creativity and artistic development while satisfying ýs institutional core competencies such as Critical Thinking, Communication and Expression. The mission of our faculty is to provide excellence in teaching, and foster a creative learning environment so that students of every background have access to arts education. We encourage students to be active participants in the aesthetic expressions of humankind, whether it is through design, art-making, writing, research or community service. 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, Transfer, Career/TechnicalBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Choose a secondary mission of your program.Cultural and Personal EnrichmentBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement Awarded1If 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:2If 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:10If 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 year 2011-2012, the success rate for African American students has increased by 9% (from 63% to 72%); the Filipino student rate increased by 2% (78% to 80%); our Hispanic student success rate has increased by 3% (71% to 74%) and our Pacific Islander student success rate has decreased by 6% (67% to 61%).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 the year 2011-2012, we have seen an increase in all targeted groups in terms of their success rate, ranging by 2% to 9% except Pacific Islander Student success rate that declined by 6%. It is difficult to pinpoint the defining reasons for the decrease for our Pacific Islander students without receiving more statistical information on Pacific Islander students in general in the Bay area and where they attended high school. We are most likely beginning to see the impact of budget cuts to counseling, faculty, funding of programs and across campus on students. The most at risk student groups would likely be impacted more severely since they are the ones most in need of these student services that successful students can still prosper without. 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:The Art Department is committed to decreasing the student equity gap. We have reexamined our course offerings in order to design courses and curricula, which meet the needs of our target student populations. Curricular revisions reflect inclusion of multicultural and global art reference material. We have continued in our efforts to achieve high rates of student success among these groups by linking with other programs on campus that share this goal, including interdisciplinary art projects with different departments such as Humanities and student organizations like Puente and Lead! Department meetings, both formal and informal have been held to discuss the most strategic and creative ways to develop a plan for meeting equity among all groups. Some ideas are; increased awareness to new pedagogies and methodologies in the arts, continue attending conferences that address student equity in the arts, researching other schools for new ideas, and writing new, innovative, cross-disciplinary curricula that addresses the topic first and foremost. Another strategy to close the equity gap, we propose a Counselor and Arts Faculty Alliance (CAFA). This would entail a real working relationship between the ý Counseling staff and all the Arts Faculty. We would all meet at least once a year and discuss in real terms who our students are, their backgrounds and their plans for working in the arts. The arts faculty would share and discuss, again in real terms, current curriculum and how our program is organized in order to meet those demands. An ongoing conversation between counselors and faculty could help all of us prepare our students gain a real understanding of the demands of the contemporary art world. In order to improve the targeted group's success rate, the department has also developed an outreach plan to incoming students as a form of promotion, i.e. contacting local high school counselors and art teachers to inform them of ýs offerings. 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%The curriculum, course offerings, certificate & degree requirements, and teaching methodology would all need to be reexamined and evaluated against comparable programs in the area that have high success rates. The Art department would have to strategize and create a plan for improving success rate using data from comparable programs as well as any data provided by ýs Office of Institutional research. 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%The curriculum, course offerings, certificate & degree requirements, and teaching methodology would all need to be reexamined and evaluated against comparable programs in the area that have high success rates. The Art department would have to strategize and create a plan for improving success rate using data from comparable programs as well as any data provided by ýs Office of Institutional research. The Art department would also consult with experts on campus such as faculty Mae Lee who managed the IMPACT AAPI grant for assisting underserved Asian and Pacific Islander students.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 standardThe main challenge facing the Art Department and its need to address student equity is time and resources. FTE carried by full-time faculty accounts for only 44% of the total FTE for the Art Department, making evident the fact that the Department relies too heavily upon part-time instruction and requires more full-time faculty to meet the demands of underserved students and students with special needs. Hiring more full-time faculty members would elevate teaching and foster opportunities for students to improve not only in their coursework but benefit from a more meaningful college experience. Students who are struggling with coursework should also have consistent access to studio lab hours with the support of a lab technician. Just as having access to the Reading & Writing center increases student success in Language Arts, Art students who have more access to the equipment, materials, space and tutorial assistance in the Sculpture, Ceramics, Painting/Drawing studios and Graphic Design labs would also increase success and help close the equity gap.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:Overall the student enrollment has declined, from 5,157 to 4,527 (-12.2%) since the year 2011/2012. The success rate for students overall has increased 2% from 82% to84% (4,149/5031 to 3,790/4526)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 There were many prerequisite and curricular changes to assist with broadening the number of students who would be eligible to take a given course. Repeatability that helped intermediate and advanced students to further deepen their knowledge and skills and added to the diversity of our student body is no longer. The impact we have noticed is the near disappearance of the Life-long learner student, one that lives in the community and take the course for their own personal enrichment. We strive to improve our courses while meeting the new requirements, but at times this is a struggle and one that does not always take into account what is best for students. 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 progress in moving towards planning or any current implementation of effective solutions is limited by funds, time and resources. We need stipends to encourage and effectively include part-time faculty in any Equity trainings or workshops that might assist in the goal of serving targeted student groups. To utilize current technologies for teaching and learning we need funds to procure the latest software like Creative Cloud that would enable all of our studio faculty to help students digitize a sketchbook or create a digital library of images or develop a portfolio for their transfer applications. Best practices require more full-time instructors, adequate lab technicians and student access to studio lab hours.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:TOP CODE: 1030 Employment opportunities for Graphic and Interactive Design graduates exist in design firms, advertising agencies, and production companies. Many designers are self-employed, independent artists. Individuals with a larger repertoire of technical skills and artistic ability have the greatest potential for securing employment. According to the California Employment Development Departments Labor Market Information data for the San Jose-Sunnyvale-Santa Clara MSA, there are projected to be 77 annual openings for graphic designers and 20 for multimedia artists for the period 2006-2016. However, the size of the labor market for graphic and multimedia design is considerably larger for the adjacent San Francisco-San Mateo-Redwood City MSA, with projections for 132 openings annually. There is also expected be a demand for graphic artists and multimedia designers statewide, with 1,560 annual openings projected around California over the period 2008 - 2018. It should also be noted that the actual number of employment opportunities for individuals in the graphic and multimedia design sectors is not fully captured by labor market projections, as professions that include many self-employed individuals are not easily surveyed. Similarly, a significant number of employment opportunities exist in emerging sectors under nomenclature that does not conform to the official title of graphic designer. The Graphic and Interactive Design program serves a diverse group of students, including those preparing for transfer to university and those in (re)training to enter the workforce. To effectively address the needs of these students, Graphic and Interactive Design must continue to offer solid training in the fundamentals of design and the creative process, while incorporating new technology, techniques, and tools of the trade. Graphic and Interactive Design faculty need to work collaboratively with faculty from other CTE programs in the Creative Arts Division (Film/TV Production, Animation, and Professional Photography) to further enhance the multimedia components within the program. The program needs to update software, hardware, and peripherals in order to remain current and relevant. Program faculty and staff need to participate in professional development to update their skills and incorporate this into their teaching. The Graphic and Interactive Design programs serve a growing number of students who are members of special populations. In order to ensure their success, it is essential to offer supplemental lab support and tutoring. A review of the Core Indicator Reports for this TOP code shows an overall strong performance in technical skills attainment, completions, and persistence in higher education (Core Indicators 1-3). However, additional support is needed to improve outcomes for select special populations groups: economically disadvantaged, limited-English proficient, and students with disabilities. Additional attention is needed to help connect program completers with employment and paid internship opportunities (Core Indicator 4).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:In order to address the needs outlined above, the Graphic and Interactive Design program has planned the following Perkins IC program improvement activities for 2012-13. Faculty will update and enhance program curriculum to incorporate recently acquired software and technology; e.g. Adobe After Effects and Creative Suite 5.5. Program faculty staff will participate in a variety of professional development opportunities; including on-campus workshops, conferences, and self-paced, software training modules. Perkins IC funds will be used to support a professional expert to provide supplementary tutoring to special populations students in Graphic and Interactive Design labs and develop program information and outreach materials. Graphic and Interactive Design faculty and staff will continue to encourage students to petition for certificates and A.A. degrees en route to transfer or entry into the workforce. They will also increase industry partnerships and organize opportunities for students to showcase their work to the campus community and potential employers. Guest speakers will address career opportunities is multimedia design and current business practices. The 2012-13 academic year proved to be very challenging for ýs Graphic and Interactive Design program due to the unplanned retirements of two full time faculty and the elimination of the Instructional Associate position due to budget reductions. Classes and labs have been moved to a temporary location during a Measure C bond-funded remodel of the Advanced Technology Center (ATC). The move to the temporary location, as well as reductions in teaching staff, limited the number of courses offered and decrease program enrollments. The program recently completed the hiring process and will welcome a new, a full-time, tenure-track instructor in Graphic and Interactive Design in Fall 2013. This individual will provide much needed leadership to enhance program curriculum and advance student outcomes. Graphic and Interactive Design is scheduled to return to remodeled and renovated ATC in January of 2014. Notwithstanding the substantial barriers faced by Graphic and Interactive Design during 2012-13, the program did have some favorable accomplishments. Faculty completed major updated to curriculum revisions to key courses Introduction to Visual Technology II (ARTS 53B) and Graphic Design Communication I (ARTS 55A). Both course revisions incorporated current design software and technology and were approved for Hybrid delivery. Graphic and Interactive Design faculty plan to integrate course offerings to the State Educational Master Plan and articulate with the CSU and UC system. Combining resources from the Measure C bond and Perkins IC funding, Graphic Design/Interactive Design, purchase new equipment, software, and instructional materials to stay current. In support of special populations and improving employment outcomes for Graphic and Interactive Design students, Occupational Training Institute staff facilitated Job Search Strategies workshops. Students were encourages to attend additional workshops on resume writing and interviewing skills offered by the Student Success Center. Graphic and Interactive Design faculty continue to work with industry contacts and bring professional experts into the classroom as guest lectures and critique students work. Graphic and Interactive Design students showcased their artwork to the campus community and potential employers during the Annual Student Art and Photo exhibition at ýs Euphrat Museum of Art in Spring 2013.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 Summary# of Reflections & Analysis 0 / PLO Statement 4 x 100 = 0% All the PLOAC to be submitted by May 30, 2104Give 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 assessmentNONEState 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 Summary# of Reflections & Analysis 17 / SLO Statement 117 x 100 = 14.53% Give the percentage of Student Level Outcome statements assessed to date. Run report entitled CIS SLOAC work and scroll to the bottom of the report for counts. Then calculate #(Reflections & Analysis + #Archived from ECMS) /#SLO statement times 100. This percentage may be over 100% or 0%. All courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.B.2 Enhancement based on SLOAC assessmentNONE All the SLOAC to be completed by May 30, 2014State 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 TrendsIV. A. Budget Trends Due to the cuts in funding over the last five years, our elimination of the number of classes offered have shut out a great number of students from the enrollment process. This prevents us from achieving our mission of providing students with a strong foundation in the arts. We are unable to help students transfer when they cannot add the class that they need. The elimination of materials fees has also impacted our students. They have the added cost burdens of paying for materials that used to covered through the materials fees. Instructors are often able to buy in bulk and receive great discounts so that the few dollars students paid for their materials fees produced a great deal more in materials than they would if they had to buy the materials on their own. 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 TrendsIV. B. Enrollment Trends Due to the "No Repeatability" change, enrollment in our program has been hurt. 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 Needed Euphrat Museum DirectorA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyV. A.2 Justification for Faculty/Staff Positions:The college needs the Euphrat Museum Director position as a full-time, tenure track position in the Art Department. The Euphrat Museum is more than just an on campus gallery it is an extension of the classroom for all classes in the Art department and Photo department and a nexus for collaborative, participatory art projects that serve the entire campus and surrounding community.This faculty position would include teaching responsibilities in the areas of curating, exhibition analysis and portfolio development. A position that supports art students beyond the classroom and allows them the critical hands-on experience in exhibiting artwork and shaping their own ideas as artists. This position would also oversee the on-campus gallery, coordinate the annual Student show & faculty shows and engage with the community in a variety of civic engagement projects. Comparable community colleges such as Ohlone College and Cabrillo College with vibrant arts programs have this faculty position associated with their on-campus gallery. This position is essential to maintaining a rigorous college level arts program and providing students with an outlet for skills gained in the arts 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 NeededThe Graphic Design area requires a lab technician. The Graphic Design area had a dedicated lab tech up to the 2010 academic year. Not only did the tech maintain two computer labs, the tech also served as an open lab resource that allowed students to have access during non class room hours. The lack of the technician has resulted in a loss of digital accessibility for many students. We have a number of students who do not have access to the hardware and software to fulfill the course requirement. Most of the students who would benefit from this additional resource are from a diverse background, and also fall in a lower socio economic bracket. The lack of accessibility is hurting the students ability to complete projects to their fullest potential. This impedes a competitive portfolio that directly connects to vocational opportunities granted by the graphic design curriculum and certification. If we are to foster an equitable environment it would behoove the college to re-staff this position.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 Ceramics - Glaze Work Table with Bin Storage. Sculpture -Metal Vertical Sander Graphic Design Large format color laser printerA 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, QuantityCeramics M-402-8 CERAMIC WORK TABLE #3( (10 bins on one side) Each bin holds 50 to 150 lbs. of dry materials (Bailey Ceramic Supplies) Total with shipping- $1264 Sculpture Kalamazoo Vertical Belt Sander with Vacuume Base Model # S6MV-1 $3000.00 Graphic Design The Graphic Design Curriculum would greatly benefit from a large format color laser printer, 11x17 paper size. Larger preferred. . The unit would require a network and power source. It is not necessary to renovate the pace to accommodate this equipment. 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 JustificationCeramics: Instructors, lab techs, and students will have access to this table and bins. Storage bins will dramatically increase usable space in glaze mixing area due to consolidation of materials. Table will also reduce possibility of injury due to advancement of ergonomics within space where heavy items are regularly moved. This item is made from stainless steel and with proper care should last indefinitely. Sculpture: It is an efficient accurate machine for sanding metal. This machine will alleviate the need for angle grinders in many applications. Making the studio a much safer environment, because the area would be dust and spark free. The built in dust collection system will also make the metal area as a whole, healthier work environment. Graphic Design: The equipment would serve students in the graphic design curriculum. All courses and students would be able to take advantage of this technology. The equipment would enable students to more efficiently produced professional level work in at a practical size and scale. Without this equipment students waste time and resources that are better served for research, instructional training, and project development. The life expectancy would be 8 years. The equipment will help foster projects that are better connected to the vocational expectations. This will enable students to maintain a competitive level entering the workforce. 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 RequestNoneName 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 JustificationN/AWho 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 AugmentationN/AHow 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 NeedsThe Art department would benefit greatly from a Best Practices workshop that gives instructors tangible, practical applications for promoting equity in the classroom. Funds that would give part-time faculty a stipend for attending the workshop would promote participation from part-time faculty who teach most of our classes. Without funds, the likely outcome would be participation from mostly full-time faculty. The college has demonstrated a commitment to closing the achievement/equity gap and the Art department wants to promote this very important goal that elevates student success across the arts.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 plan to reassess the outcomes of receiving each of the additional resources with a report on the results of the addition of the specific resource to the specific area. In the case of equipment, the faculty or staff in charge of the equipment can update on the use and benefits of the addition at the faculty meetings. In the case of additional faculty and staff positions being created, we would analyze the student success data in the first few years after the positions went into effect and look for improvements. How do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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