ࡱ>  Xbjbj 7eexO? ttttt8\t14- 9 0000000,y4+7J(1t  (1'#tt=1'#'#'# tt0'# 0'#'#-h/~~h!R.0S101b.u7'#u7 /'#t/ (1(1'# 1u7 ::    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: EconomicsI.A Program Mission Statement: We provide instruction in the Principles of Economics series including Macroeconomics (Economics 1) and Microeconomics (Economics 2). Additionally, an Economics Issues in Todays world class is taught during Winter Quarter. The Principles series is a requirement for those seeking a 4-year business degree as well as a 4- year economics degree, an important outcome of our courses is to prepare business and economics majors for their upper division coursework/4 year degree. All of our courses fulfill ý G.E. requirements and are CSU and UC transferable. We also provide for general education with our focus on the economic foundations of social systems. Economics blends quantitative analysis characteristic of physical sciences with the more qualitative methods associated with the social sciences, students of economics develop a unique reasoning ability that provides a vital perspective on social issues. Our students bring their valued skills to business, government and community endeavors, and so provide service and vision in the pursuit of our shared interests. Our faculty represents a broad range of ethnicities and professional backgrounds. Their collective experience in markets, private, and public sectors in many different societies and cultures throughout the world allow for unique learning opportunities for their 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.Basic SkillsBasic 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: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.2a Academic Services and LR: # Faculty ServedIncreasedOnly 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 ServedIncreasedOnly 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 ServedIncreased 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 populationsSuccess rates for targeted population increased from 56% to 60%. Non Success rates dropped from 27% to 24%. Withdrawal rates for targeted groups shows a healthy downward trend over the last 3 academic years. All these healthy trends are remarkable given unchanged rates for the Division and consistent with trends at College wide level.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:Success rates for African Americans, Latinos and Filipinos improved significantly whereas their non success rates dropped. This is a real welcome trend especially given that the success rates for these targeted groups had dropped in the previous year. On the other hand, the fall in success rates for Native Americans, Pacific Islanders needs to be addressed.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:Overall, all the numbers for targeted groups show that efforts made to address the equity concerns have been successful: Engaging the students through class discussions, class examples and class material. More efforts need to be made through inter departmental dialog to further improve the equity gap. 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%Success Rate is at 60%. Several strategies are being explored to further improve the success rate by providing extra academic and social support. 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%Strategies to improve the success rate include FYE and learning community in the classroom, e.g. familia (Groups of 6-7 students support each other in providing out of class support and connection. Adjunct skills, drop in tutors, online tutors offered through Student Success Center. To encourage students those are falling behind to approach tutors. Online tutoring available this quarter may facilitate this better. Establish connection with the target groups by using multicultural material in classroom. E.g. Mexico, African continent. 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 standardOur main objective is to find ways: To encourage all faculty to participate in these activities. To exchange best practices with other faculty. 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:Our enrollment numbers increased by 3.9%. This is in sharp contrast to the decline of 0.4% at the Division level and 2% decline at the College level.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 Several faculty members have expressed interest towards developing courses for Economics major in Transfer Model Curriculum (TMC). New Articulation agreements effective Fall 2014 has meant that Elementary Algebra has been introduced as a Prerequisite for both ECON1 and ECON2 classes. 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 ImprovementFaculty members have worked rigorously towards increasing enrollment, working towards assessing Student learning outcomes and Program learning outcomes. Our department has achieved remarkable success in SLOAC cycles (192.3%) and PLOAC cycles (150%).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 Summary(6/2)*100 = 150%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 assessmentStatements PLO1: Develop a critical way of thinking with the goal of optimal decision- making in everyday life using marginal benefit and marginal cost concepts. PLO2: Demonstrate the ability to analyze and understand the current economic situation using diverse economic theories and how they impact society's wellbeing. The following Enhancements ere suggested based on the Reflection and Analysis that preceded it. Enhancements #1. Arrange the questions in a specific order, eg; all questions matching PLO1 followed by all questions matching PLO2. #2. Protocol for data reporting will be communicated to all faculty members in the department so there is uniformity in reporting and collection of the data as well as facilitate a more efficient interpretation of the data. These suggestions include reporting the data in terms of %age for each question. Reflection and Analysis Even though target was met at the Department level, several important ideas emerged: Some instructors chose a slightly smaller dataset of questions. Method of data reporting also varied across instructors requiring lot of effort to establish uniform interpretation across different sections. Matching of PLO's with specific questions was not clearly stated and again required effort and time to interpret the results. Suggestions about slight rephrasing of PLO1 were also suggested. Replace Marginal Benefit and Marginal Cost Analysis with Opportunity Cost. 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 Summary(25/13)*100 = 192.3%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 assessmentStatements: ECON1_SLO1: students understand that competitive markets are usually best suited to allocating limited resources in most efficient way. ECON1_SLO2: Demonstrate a basic understanding of the workings of the US Economy and its institutions in a Global Context. ECON1_SLO3Critique existing economic theories about Business Cycles in Light of historical and current economic perspectives. ECON1_SLO4Evaluate fiscal and monetary policy responses to macroeconomic instabilities such as unemployment, inflation and economic growth. Enhancement: Need to have more dialog within the department about the diversity across questions and the level of difficulty. Reflection and Assessment The success criterion for this outcome was defined as 70% of students scoring C or better in the questions asked of students. Assessment cycle was carried out for 5 sections, 4 traditional classes and 1 online class. The success (C grade or better) ranged between 64%-97%. For online class success was 92%. Statements: ECON2_SLO_1 : Evaluate whether market efficiency exists using the model of supply and demand. ECON2_SLO_2 : Students will demonstrate the knowledge about how markets work and what happens in the presence of market imperfections. ECON2_SLO_3: Apply the tools of 'Economic Analysis' to understand human interaction and social issues ranging from business strategic decision making to economics of global warming. ECON2_SLO_4: Develop a critical way of thinking to make optimal decisions in everyday life using marginal benefit, marginal cost concepts. Enhancement: Need to have more dialogue within the department about the diversity across questions and the level of difficulty. Reflection and Analysis: The success criterion for this outcome was defined as 70% of students scoring C or better in the questions asked of students. Assessment cycle was carried out for 5 sections, 4 traditional classes and 1 online class. The success (C grade or better) ranged between 70%-93%. Online Success rate has definitely improved for short essay question. Need to have more dialogue within the department about the diversity across questions and the level of difficulty.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 TrendsPlease refer to Deans Summary (Social Sciences Division, Carolyn Wilkins-Greene)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 TrendsLack of appropriate funding for meeting printing needs could adversely affect the success and retention rates for our students. This lack of printing budget imposes out of pocket costs for some of our instructors. This could potentially adversely affect our enrollment as well.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 NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyV. A.2 Justification for Faculty/Staff Positions:If there is a request for one or more new faculty state the SLO/PLO assessment data, reflection, and enhancement that support 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 A drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested V. A.5 Equipment Title and Description, QuantityDescription should identify if the item(s) are new or replacement(s), furniture/fixtures, instructional equipment, technology related, expected life of item, recommended warrantees etc. Did this request emanate from a SLOAC or PLOAC process? Does this item require new or renovated infrastructure (eg wireless access, hardwire access, electric, water or heat sources . . . ) V. A.6 Equipment JustificationWho will use this equipment? What would the impact be on the program with or without the equipment? What is the life expectancy of the current equipment? How does the request promote the college mission or strategic goals? Etc. V. A.7 Facility RequestName type of facility or infrastructure items needed. Renovation vs new. Identify associated structures needed to support the facility e.g. furniture, heat lamps, lighting, unique items above and beyond what is normally included in a similar facility V. A.8 Facility JustificationWho will use this facility? What would the impact be on the program with or without the facility? What is the life expectancy of the current facility? How does the request promote the college mission or strategic goals? Etc. V.B.1 Budget AugmentationWe will need a sizable increase in our B budget for copying fees with the elimination of material fees. (See IVB above)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 NeedsWhat assessment led to this request? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? V.B.3 Future plansHow do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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