ࡱ>  [bjbj 7eeRA nnnnn8~T2b4i} 1111111,q5#8J1n ! ! !1#nn1### !$nn1# !1##n.h/`>`-"~.r1102.m8#m8 /#n/ ! ! !11# ! ! !2m8 ! ! ! ! ! ! ! ! ! 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: Automotive TechnologyI.A Program Mission Statement:The mission of the ý College Automotive Technology Program is to inspire, excite, and train our automotive technology students to achieve a valuable place in our local and global community; by serving a widely diverse student population including career oriented students, lifelong learners, and those who choose our program to enrich their own knowledge base. We do this by focusing on integrity, personal achievement, service to our community, and excellence in all we do. 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?CTEBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Choose a secondary mission of your program.TransferBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement Awarded12/13=67, 11/12=52, 10/11=0 Certificates were reorganized by the state in 10/11If 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:12/13=50, 11/12=49, 10/11=40If 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:12/13=36, 11/12=37, 10/11=36If 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 populationsAutomotive Technology targeted populations increased from 26% (580 students) in school year 2010-2011 to 33% (734 students) in school year 2011-2012 to 38% (876 students) in school year 2012-2013 (12% increase over three years). We continue to work with students on success strategies both in the classroom and financially.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:The equity gap between targeted and non-targeted populations in Automotive Technology in 2012/2013 was 5%. The gap has decreased from 8% in 10/11 and 11/12. The equity gap between targeted and non-targeted populations, college level, was 11% in 12/13.We believe that a lack of college readiness is the major factor in the gap. We continue to focus on early individual student intervention to try and close the gap. We encourage students to enhance college readiness by using the resources of the college. 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 automotive technology department will continue to focus on direct student intervention and counseling to reduce the equity gap. We encourage students to enhance college readiness by using the resources of the college.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%NAIn 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 automotive technology department will continue to focus on direct student intervention and counseling to reduce the equity gap. We encourage students to enhance college readiness by using the resources of the college.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 standardAugmented B budgetIn 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 enrollment in Automotive Technology Increased from 2155in 2009-2010 to 2300 in 2012-2013. This increase is because of our offering the California smog update courses and a small increase in class offerings. Our instructors have added extra students when possible to class sections. 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 State budget issues are impacting our ability to offer more class sections.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 ImprovementWe are continuing to work towards increasing our female student enrollment numbers. We continue to be focused on increasing our targeted population enrollment numbers. The Automotive Technology Department is still focused on developing an alternative transportation fuels technology program. All of this work is impacted by current budget conditions. 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:Employment opportunities for Automotive Technology program graduates exist in large service departments and small, independent shops. Individuals with a background in automotive technology can also parlay their skills into other related positions in the industry: service writers, part suppliers, tool sales representatives, and customer service representatives. According to the California Employment Development Departments Labor Market Information data for the San Jose-Sunnyvale-Santa Clara MSA, there are projected to be 101 combined annual openings for automotive technicians for the period 2006-2016 and a steady growth rate of 5.6%.The California statewide employment projections for automotive technicians are solid, with 1,980 annual openings and a steady growth rate of 7% for the period 2008-2018. ý Colleges Automotive Technology Department Head is a member of numerous regional consortia for automotive service and repair businesses, including independent, dealer-authorized service shops and the Toyota Technician Education Network. Through the strength of these regional industry connections, graduates from ýs Automotive Technology certificate and A.S. degree programs have increased potential to secure employment or a promotion. 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:Our advisory committee continually reinforces the fact that our traditional training programs are up to date and providing the necessary training for our students to be successful. Students will need alternative fuel training. Alternative transportation fuels technologies is a growing segment of the industry and training requirements will increase over the next five years. The complexity of todays automobiles was unheard of 10 years ago. This complexity has increased the demand for automotive technology students to be able to communicate through reading, writing, and verbal communication at higher levels than ever before. The demand for literacy in automotive technology career fields is driven by the need for students to be able to write repair stories on work orders, read and comprehend complex automotive repair technical information systems, and communicate clearly with customers. The lack of basic skills severely impacts our students ability to be successful by limiting their ability to comprehend complex technical service information and communication skills. 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 assessmentOur PLOAC objectives are in line with our advisory committee recommendations. Our students continue to perform at a high level. Adjustments to classes are continuing based on SLO reflection. Replacement and new equipment will be required to maintain student success rates and employment rates. We will continue to allow access to our computer lab for our students.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 assessmentOur SLOAC objectives are in line with our advisory committee recommendations. Our students continue to perform at a high level. Adjustments to classes are continuing based on SLO reflection. Replacement and new equipment will be required to maintain student success rates and employment rates. We will continue to allow access to our computer lab for our students.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 TrendsAs budgets are continually reduced the ability to have supplies and equipment available to our students is reduced. This impacts targeted student populations greatly. We have instituted alternatives to materials fees. 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 TrendsOur enrollment is slowly starting to increase.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 Needed1A 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 growing need for an alternative transportation fuels technology program. This technology includes diesel, electric / Hybrid, solar fueling, compressed natural gas, and propane. Alternative transportation fuels technologies is a growing segment of the industry and training requirements will increase over the next five years. We would like to increase our job placement percentage to over 90 percent. Starting our alternative transportation fuels technology program now will position us to support industry demands. By equipping our students with alternative transportation fuels technology training we will enhance their ability to compete for jobs in the transportation industry. This training is recommended by or advisory committee. 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 NeededNoneA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless Vacancy Only make request for staff if relevant to your department only. Division staff request should be in the Deans summary. V. A.4 Equipment Request A drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested V. A.5 Equipment Title and Description, QuantityReplacement wheel alignment machine, tire machine, and wheel balancer all are necessary for our chassis students to stay current on the equipment in use in industry. No new infrastructure is required for this equipment. New transmission dynamometer. New air conditioning servicing equipment. Replacement automotive machine shop equipment. New Multi-meters New scopes New scan tools. 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 JustificationThis equipment will be used by our Auto Tech students. Without this equipment our students will be less prepared for competition in the automotive industry. The equipment now in place has a life expectancy of 5 to 10 years depending on technology changes. Our alignment and tire equipment is over ten years old. This equipment promotes the college mission by getting students jobs. The transmission dynamometer is needed to complete the SLO in 93C. Our automotive machine shop equipment is over 20 years old and needs to be updates to keep up with industry standards. The shop benches need to be updates so that students are better prepared to enter todays work places.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 replace a roll up door in the main shop. Replacement Forklift 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 JustificationIf this door fails it will impact 780 students. We need a reliable working forklift for everyday operations.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 AugmentationRestoring our B budget would help to increase our student success rate in targeted populations by providing needed equipment and supplies.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 NeedsFaculty will need to be trained on alternative fuels. These fuels include: Electric, Hybrid, Compressed Natural Gas, Propane, and BIO diesel. This directly promotes the ICC - Global, cultural, social and environmental awareness.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 are currently partnering with Green Transportation Workforce Development to train industry fleet technicians in alternative fuel technology. We will continue to reflect on PLO and SLO outcomes and advisory committee recommendations to improve our program and our student success rates. We are working with SJSU to develop a transfer pathway for our students into the Mechanical Engineering Department.How do you plan to reassess the outcomes of receiving each of the additional resources requested above? Submitted by: Randy Bryant  HYPERLINK "mailto:bryantrandy@fhda.edu" bryantrandy@fhda.edu 8840APRU writers name, email address, phone ext.Last Updated:4/24/2014Give date of latest update (Set next box to YES when done and ready for Dean review).     ý College Comprehensive Program Review Spring 2014 PAGE  PAGE 2  TIME \@ "MMMM d, yyyy" April 25, 2014 ý College Annual Program Review Update-revised 4-14-12 Spring 2012  y     3 4 5 ) T ´~mYHYHYH!h 45CJKHOJQJ^JaJ'hVF0h 45CJKHOJQJ^JaJ hjh 4CJOJQJ^JaJ$h h8?X0JCJOJQJ^JaJ h8?Xh8?XCJOJQJ^JaJ#jh8?XCJOJQJU^JaJh8?XCJOJQJ^JaJhsCJOJQJ^JaJ h5cjh 4CJOJQJ^JaJh 4CJOJQJ^JaJ hVF0h 4CJOJQJ^JaJ4 5 K  * U V Jkd$$IflFL$ ~6  t027    44 lapd$Ifgd 4 dgd 4T U V m  ( 8N  vw}"P]ϓxjj\hFCJOJPJQJaJhSCJOJQJ^JaJ hx?Dh 4CJOJQJ^JaJh4OJQJ^JhG~h4OJQJ^JhiCJOJQJ^JaJ#hU+h 45CJ OJQJ^JaJ h45CJ OJQJ^JaJ hVF0h 4CJOJQJ^JaJhVF0h 4CJaJ'hVF0h 45CJKHOJQJ^JaJ#V [ l m QCd$Ifgd 4kd$$IflFL$ ~6  t027    44 lap$d$Ifa$gd 4  F8d$Ifgdikdf$$Ifl$FL$ ~6  t027    44 lap$d$Ifa$gd 4 $Ifgd4  vwRkd$$IflMFL$ ~6  t027    44 lapd$Ifgd 4Pl`RDDRRRd$IfgdL9}d$Ifgd 4kd$$IflMFL$ ~6  t027    44 lap]^bkl(VYZŴvl\I8 hlh 4CJOJQJ^JaJ$hx?Dh 4CJOJPJQJ^JaJhL9}CJOJPJQJ^JaJhCJPJaJh%CJPJaJhCAhs0JCJPJaJhshsCJPJaJhsCJPJaJjhsCJPJUaJ hVF0h 4CJOJPJQJaJ hVF0hCJOJPJQJaJh 4CJOJPJQJaJhFCJOJPJQJaJhCJOJPJQJaJ&]OOOOd$Ifgd 4kd$$IflFL$ ~6  t027    44 lapyt4 %&'-QRõpcP;)hjh 4B* CJOJQJ^JaJph$hx?Dh 4CJOJPJQJ^JaJhh 4CJPJaJh' Xh%0JCJPJaJh%h%CJPJaJh%CJPJaJjh%CJPJUaJ hVF0h 4CJOJPJQJaJhCJOJPJQJaJ hVF0h 4CJOJQJ^JaJ$hVF0h 40JCJOJPJQJaJhiCJOJQJ^JaJhVF0h 4CJaJ&'RoY`RRRRd$Ifgd 4kdH$$IflFL$ ~6  t027    44 lapRn&'VWXYɼӭɠxm_N= hVF0h 4CJOJQJ^JaJ hL9}h 4CJOJQJ^JaJhiCJOJQJ^JaJhVF0h 4CJaJ)hjh 4B* CJOJQJ^JaJph$hx?Dh 4CJOJPJQJ^JaJhh 4CJPJaJh' Xh%0JCJPJaJh%h%CJPJaJh%CJPJaJjh%CJPJUaJ hVF0h 4CJOJPJQJaJh!.CJOJPJQJaJL`RRDDDd$IfgdL9}d$Ifgd 4kd$$Ifl;FL$ ~6  t027    44 lapFGcd~ŷŷq]L>hFCJOJQJ^JaJ hVF0hFCJOJQJ^JaJ'h` h 45CJOJPJQJ^JaJ h` h 4CJOJQJ^JaJ$h` h 4CJOJPJQJ^JaJ hVF0h 4CJOJPJQJaJ hL9}h 4CJOJQJ^JaJhiCJOJQJ^JaJhVF0h 4CJaJ hVF0h 4CJOJQJ^JaJhL9}CJOJPJQJaJ hL9}hL9}CJOJPJQJaJibRRDDd$IfgdL9}d$Ifgd 4m$kd$$IflFL$ ~6  t027    44 lapP@@2d$IfgdL9}d$Ifgd 4m$kdi$$IflFL$ ~6  t027    44 lapd$IfgdL9}m$B4d$Ifgd 4kd $$IflFL$ ~6  t027    44 lapd$IfgdL9}m$d$IfgdL9}OQRasuxz~XYy)*:GHI繁s`%jh_hFCJOJQJUaJ$hwhFCJOJPJQJ^JaJ$hwhFCJOJPJQJ^JaJhFCJOJPJQJ^JaJhFCJOJQJ^JaJ hVF0hFCJOJPJQJaJhaCJOJQJaJhFCJOJQJaJhnhFCJOJQJaJ hVF0hFCJOJQJ^JaJ#Y8kd$$IflFL$ ~6  t027    44 lapd$Ifgd_d$Ifgd 4d$Ifgd=BTI8EIJLh޽paUaIaIaI=aIa=haCJOJQJaJhFCJOJQJaJhGTCJOJQJaJhnhFCJOJQJaJ hVF0hFCJOJQJ^JaJ hVF0hF0JCJOJQJaJhF0JCJOJQJaJhVF0hFCJaJ# *h` hFCJOJQJ^JaJhFCJOJPJQJ^JaJ h_hF0JCJOJQJaJ%jh_hFCJOJQJUaJh_hFCJOJQJaJ<>?ƵmXM?hF0JCJOJQJaJhVF0hFCJaJ)hwhFB*CJOJQJ^JaJph)hxhFB*CJOJQJ^JaJph$hhhF0JCJOJQJ^JaJhFCJOJQJ^JaJ#jhFCJOJQJU^JaJ hVF0hFCJOJQJ^JaJ hFhFCJOJPJQJaJhFCJOJPJQJaJhFCJOJQJaJhnhFCJOJQJaJ=kd$$IflFL$ ~6  t027    44 lap $IfgdFd$Ifgd 4d$IfgdFbc~/ 0 1 Y x ޡ~m~Z~ޡO> h8HhFCJOJPJQJaJhVF0hFCJaJ$hhhF0JCJOJQJ^JaJ h8hFCJOJQJ^JaJ#jhFCJOJQJU^JaJ hxhFCJOJQJ^JaJhFCJOJQJ^JaJ hVF0hFCJOJPJQJaJhvhvOJQJhvOJQJhnhvOJQJ hVF0hFCJOJQJ^JaJ hVF0hF0JCJOJQJaJ2 Tkd= $$IflFL$ ~6  t027    44 lapd$Ifgd 4 Z![!!!!!!H"I""""""E#F###*$±~peZRG±hvhsjOJQJhsjOJQJhnhsjOJQJhVF0hFCJaJhFCJOJQJ^JaJhUX[hF0J$hUX[hF0JCJOJQJ^JaJ-jhUX[hF0JCJOJQJU^JaJ h8HhFCJOJQJ^JaJ h8HhFCJOJPJQJaJhvCJOJPJQJaJ h8HhFCJOJPJQJaJhFCJOJPJQJaJ !"""#$F8d$Ifgd9hkd $$IflFL$ ~6  t027    44 lapd$Ifgd 4d$Ifgdf*$+$$$$$f%g%%%%?&@&&&&&&&Z'['''''''' ((5(ĹxaVNVNVNVNVhE'OJQJhnhvOJQJ-h8HhFB*CJOJPJQJ^JaJphhF0JCJOJQJ^JaJ# *hfhFCJOJPJQJaJhSdCJOJPJQJaJ h8HhFCJOJPJQJaJhVF0hFCJaJ h8HhFCJOJQJ^JaJ$h8<hF0JCJOJQJ^JaJ-jh8<hF0JCJOJQJU^JaJ$$f%g%%%&&TC$d$Ifa$gdvkd $$IflFL$ ~6  t027    44 lapd$Ifgd 4&Z'[''(')YK=Kd$IfgdE'd$Ifgd 4kdV $$IflFL$ ~6  t027    44 lap $Ifgd9h5((((')()-)_)))******++++W,Y,Z,:-;-<-˥ˇ|t|t|fUD h` hFCJOJQJ^JaJ hmhFCJOJPJQJaJhmCJOJPJQJaJhmOJQJhnhmOJQJ hthFCJOJQJ^JaJhmhFOJPJQJhmhmOJPJQJhFCJOJQJ^JaJhVF0hFCJaJ hVF0hFCJOJQJ^JaJ hVF0hFCJOJPJQJaJhnhvOJQJhE'OJQJ')()_))*bTTTd$Ifgd 4kd $$IflFL$ ~6  t027    44 lap***X,Y,Z,;-bTFT=T $Ifgdmd$Ifgdmd$Ifgd 4kd $$IflFL$ ~6  t027    44 lap;-<-k-Z2[23bTFTTd$Ifgdsd$Ifgd 4kdo $$IflFL$ ~6  t027    44 lap<-B-j-k-F0G0Y2Z2[2 3#333333324=444+8,8-8s9t9u9~9̿̉xmbZbZbMxmhbhbOJPJQJh4OJQJhbhbOJQJhVF0hFCJaJ h` hFCJOJQJ^JaJhFCJOJQJ^JaJ hVF0hFCJOJPJQJaJhshsOJPJQJhsOJQJ^JhshsOJQJ^J hVF0hFCJOJQJ^JaJ$hVF0hF0JCJOJQJ^JaJhF0JCJOJQJ^JaJ333,8-8t9bTFTTd$Ifgdbd$Ifgd 4kd"$$IflFL$ ~6  t027    44 lapt9u999;bQQQ$d$Ifa$gdMKkd$$IflFL$ ~6  t027    44 lap~9999;;; ;0;U<V<<<n=o=p=x=====>>>T>k>????B?g@h@@@AAAνﲤwﲤw､ﲤih?'CJOJQJ^JaJhCJOJQJ^JaJh7bCJOJQJ^JaJ h7bh7bCJOJQJ^JaJhFCJOJQJ^JaJhVF0hFCJaJ hkAhFCJOJQJ^JaJ#h8hF5CJ OJQJ^JaJ h5CJ OJQJ^JaJ h8hFCJOJQJ^JaJ#;;0;<o=bTCC$d$Ifa$gdMKd$IfgdMKkd$$IflFL$ ~6  t027    44 lapo=p===?bTTTd$IfgdMKkd;$$IflFL$ ~6  t027    44 lap??B?@AbTTTd$IfgdMKkd$$IflFL$ ~6  t027    44 lapAAA}B~BBMCbTFTTTd$Ifgd@d$Ifgd 4kd$$IflFL$ ~6  t027    44 lapAAAAA|B}B~BBKCLCMCNCSCdCeCCCD{D|D}DDDDDDDDEEE Eʼ{p`ּp`R{ph~'CJOJPJQJaJhF0JCJOJQJ^JaJhVF0hFCJaJhFCJOJQJ^JaJ hxhFCJOJQJ^JaJ hVF0hFCJOJQJ^JaJ hVF0hFCJOJPJQJaJh@CJOJPJQJaJh@CJOJQJaJhVF0hF0JCJaJhF0JCJaJ$hVF0hF0JCJOJQJ^JaJ MCNCeCCDD|DbTTTTTd$Ifgd 4kdT$$IflFL$ ~6  t027    44 lap|D}DDDEbTTTd$Ifgd 4kd$$IflFL$ ~6  t027    44 lapEE9E!H"HHbTKT=d$Ifgdg= $Ifgd~'d$Ifgd 4kd$$IflFL$ ~6  t027    44 lap EE8E9EEEG?GOGPGGH!H"HHHHHHHHHHIŽŽŽŵŠvhWF hVF0hFCJOJQJ^JaJ hVF0hFCJOJPJQJaJhFkwCJOJPJQJaJhVF0hFCJaJ hg=hFCJOJQJ^JaJhFCJOJQJ^JaJ)h\#hFB*CJOJPJQJaJphh7bOJQJh~'OJQJhASh~'OJQJhVF0hF0JCJaJ$hVF0hF0JCJOJQJ^JaJhF0JCJOJQJ^JaJHHHH4IIIbTTTTTd$IfgdMKkdm$$IflFL$ ~6  t027    44 lapII3IIIIIIIIII-J.J/J0J4J7J`JaJlJJJJJ]KKлoﻰcWcWcWKhtBCJOJQJaJh#,CJOJQJaJh,CJOJQJaJ hVF0hFCJOJPJQJaJhVF0hF0JCJaJhF0JCJOJQJ^JaJ$hVF0hF0JCJOJQJ^JaJhVF0hFCJaJ)hVF0hFB*CJOJQJ^JaJph hVF0hFCJOJQJ^JaJhFCJOJQJ^JaJ hxhFCJOJQJ^JaJIIII/JbTTFd$Ifgdzd$Ifgd 4kd $$IflFL$ ~6  t027    44 lap/J0JaJK?K]KKKKbTFFFFFFd$Ifgd#,d$Ifgd 4kd$$IflFL$ ~6  t027    44 lapKKKKKKL666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666666866666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p(8HX`~8XV~ OJPJQJ_HmH nH sH tH N`N L9}Normal dCJPJ_HaJmH sH tH DA D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List \^@\ |0 Normal (Web)ddd[$\$CJOJPJQJaJ4o4 |af_outputlabel^@^ | Light Grid - Accent 3 ^m$ OJPJQJJ@"J |Header !d mHsHtHFo1F | Header CharCJOJPJQJ^JaJJ @BJ |Footer !d mHsHtHFoQF | Footer CharCJOJPJQJ^JaJ.)`a. | Page NumberZ@rZ |0 Balloon Text dCJOJ QJ aJmHsHtHRoR |0Balloon Text CharCJOJ PJQJ ^J aJ6U`6 |0 Hyperlink >*B*phFV`F j0FollowedHyperlink >*B*phfof 9hDefault 7$8$H$1B*CJOJPJQJ^J_HaJmH phsH tH PK!pO[Content_Types].xmlj0Eжr(΢]yl#!MB;.n̨̽\A1&ҫ QWKvUbOX#&1`RT9<l#$>r `С-;c=1g'}ʅ$I1Ê9cY<;*v7'aE\h>=,*8;*4?±ԉoAߤ>82*<")QHxK |]Zz)ӁMSm@\&>!7;ɱʋ3װ1OC5VD Xa?p S4[NS28;Y[꫙,T1|n;+/ʕj\\,E:! t4.T̡ e1 }; [z^pl@ok0e g@GGHPXNT,مde|*YdT\Y䀰+(T7$ow2缂#G֛ʥ?q NK-/M,WgxFV/FQⷶO&ecx\QLW@H!+{[|{!KAi `cm2iU|Y+ ި [[vxrNE3pmR =Y04,!&0+WC܃@oOS2'Sٮ05$ɤ]pm3Ft GɄ-!y"ӉV . `עv,O.%вKasSƭvMz`3{9+e@eՔLy7W_XtlPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-!pO[Content_Types].xmlPK-!֧6 -_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!!Z!theme/theme/theme1.xmlPK-! ѐ'( theme/theme/_rels/themeManager.xml.relsPK]# S  @@CT ]RI *$5(<-~9A EIKMRVYZ[.0579;?ABDFHKORW[]`bfhkoV & $&')*;-3t9;o=?AMC|DEHI/JK}MRQRYU}WY ZZZ[/123468:<=>@CEGIJLMNPQSTUVXYZ\^_acdegijlmn Y & V H>/Z*?QQQSXXXXXXXXXXXTC!! t8@0( conViewTemplate B S  ?" _Hlt385405926 _Hlt385405927 _Hlt377568564 _Hlt377568625 _Hlt377839924 _Hlt377839925 _Hlt377568552 _Hlt377568530 _Hlt377568531 _Hlt377569715 _Hlt377569716 _Hlt377840063 _Hlt377838871 _Hlt377839805 _Hlt377839806 _Hlt377839098 _Hlt377839198 _Hlt377839199 _Hlt377839889 _Hlt377839237 _Hlt377568769 _Hlt377568770 _Hlt377569263 _Hlt377569264 _Hlt377569276 _Hlt377569277 _Hlt377569029 _Hlt377569030 _Hlt377839302 _Hlt377839303 _Hlt377569247 _Hlt377569248 _Hlt377839390 _Hlt377839391n n p u | | ? ? SS@@@@@@@@@ @ @ @ @ @@@@@@@@@@@@@@@@@@@ @!@o o q v } } @ @ T  SY`7;<?   W 0EERRRRRRRRRRSS S*S+STSSS@E Y ^ ""$$'',-M0N099=>AAXE[E}EEKKRRRRRRRRRSS::::::::::::::::::::::::::lRhCJ5,W\Q8E"ppK,{.PW ^`OJQJo( 8^8`OJQJo(^`OJ QJ ^J o(o  p^ `OJ QJ o(  @ ^ `OJ QJ o( x^x`OJQJo(H^H`OJ QJ ^J o(o ^`OJ QJ o( ^`OJ QJ o( H^H`OJQJo( ^`OJ QJ o(o ^`OJ QJ o(  ^ `OJQJo( ^`OJ QJ o(o X^X`OJ QJ o( (^(`OJQJo( ^`OJ QJ o(o ^`OJ QJ o(80^8`0^Jo(.^`^J.pL^p`L^J.@ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PL^P`L^J. ^`OJQJo( ^`OJ QJ o(o p^p`OJ QJ o( @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJ QJ o( ^`OJQJo( ^`OJ QJ o(o P^P`OJ QJ o(80^8`0o(.^`.pL^p`L.@ ^@ `.^`.L^`L.^`.^`.PL^P`L.\Q8CJ5{.PpK         NZ                 V        utVTsb=L@@?@>ĵ/)8<!\#B&?'E'#(!./r6/l_/ 4O9}<U=5Dx?D*FIMKG`KPS=BT%V8?X@YUX[X]ro]:_7b9hgzi5cjsj)q[qbs2vFkw }L9}D}4u;-?[OajDkAvs9In Fa<6cT8HtB;A+f7$?#,PdAxFUhv4q%v8_/u,vySdim<)~'g=w0NzkcGTRR@fzSX@Unknown G*Ax Times New Roman5Symbol3 *Cx ArialQBaskerville Old FaceG=  jMS Mincho-3 fg7@Cambriak MTimesNewRomanPSMTTimes New Roman3Times7@ CalibriC  PLucida Grande? *Cx Courier New;WingdingsA$BCambria Math h$$!GR ?F*R ?F*!24gRgREK#qHP $P'|2! xx ,Coleen Olga Evert       Oh+'0t  $ 0 < HT\dl'Coleen Normal.dotm Olga Evert2Microsoft Macintosh Word@F#@F@0`@0`R ?F ՜.+,D՜.+,0 hp  'FUJITSU*gR  Title, 8@ _PID_HLINKS'ABq:mailto:bryantrandy@fhda.edu Ghttp://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf Ghttp://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf Ghttp://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdfjq5http://deanza.edu/gov/IPBT/program_review_files.htmlIkHhttp://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdfjq 5http://deanza.edu/gov/IPBT/program_review_files.htmlH( 0http://deanza.fhda.edu/ir/AwardsbyDivision.htmlH(0http://deanza.fhda.edu/ir/AwardsbyDivision.htmlH(0http://deanza.fhda.edu/ir/AwardsbyDivision.htmlWmailto:pappemary@fhda.edu  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnoprstuvwxyz{|}~Root Entry F >`Data q1Table8WordDocument7SummaryInformation(DocumentSummaryInformation8CompObj` F Microsoft Word 97-2004 DocumentNB6WWord.Document.8