ࡱ>  \`bjbj 7eeW> ttttt8\\_1p4=Q 0000000,U47J1t  1$tt1$$$ Dtt0$ 0$$/h0$f!#/0/10_1/Q7$Q7 0$t0$ 11$ _1Q7 ::    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 TracDat, 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: Euphrat Museum of ArtI.A Program Mission Statement:The Euphrats mission is to research, produce and present challenging exhibitions and educational materials that provide a resource of visual ideas and a platform for communications. It is a forum of ideas about art expressed through one-of-a-kind exhibitions and events. Our exhibitions and programming 1) highlight our heritage of different cultures; 2) enhance understanding of art fundamentals, art history, and esthetics; and 3) augment college instruction. 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?Learning Resources/Academic ServicesBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Choose a secondary mission of your program.Career/TechnicalBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement Awarded1 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.1 Number Certif of Achievement-Advanced awarded:If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to  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: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 ServedThe museum serves all 1,000+ ý faculty through opportunities to view and utilize exhibitions, programming and events to enrich and expand multicultural curriculum and class assignments. Faculty from different subject areas visit with their classes, give related writing assignments, and participate in collaborative projects. Classes include Intro to the Visual Arts, Color & Design, Creative Minds, Composition and Reading, Environmental Stewardship, Creative Writing, Art, Ideas, and Values, and many more. Programs served include Puente, Sankofa Scholars, Black Leadership Collective (BLC), LEAD, Office of Equity, Social Justice, and Multicultural Education, California History Center, the Multicultural Center, Art on Campus, and more. In 2013-14 32 faculty from across subject areas participated in unique collaborative art projects. Over 35 faculty were served through an Opening Day presentation on art faculty collaborations and a Partners in Learning conference workshop.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 programI.B.2a Academic Services and LR: # Student ServedOver 5,300 students visited the museum and participated in events and programming last year. 260 students participated in the special projects associated with the Fall 2013 exhibition Making Space and another 18 helped produce it. 55 students exhibited related projects and helped produce the Winter 2014 exhibition Deep Reading. An estimated 4,000 students participated in the Wake Up interactive public art project in the main quad in March 2014. 80 students will exhibit over 120 works of art in the 2014 ý Student Art Show. We work with 50 student employees, interns, and volunteers each year. We served an estimated 550 students last year through workshops and tours offered for college conferences and events such as Youth Voices for Change, Latino Student Conference, and Parent/Student Open House.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 programI.B.2a Academic Services and LR: # Staff ServedThe museum serves all 270 classified staff through exhibitions, events, and other programming.  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 populationsTargeted student population participation has continued to grow with specific outreach, e.g. developed special projects for Black Leadership Collective (BLC), Puente, LEAD, 1st Year Experience, and Sankofa Scholars. A monthy event, 1st Thursdays spoken word, poetry, and open mic event is hosted by the Four Elements club. We bring in art, multiple artists, speakers, and programs directly related to each of the target populations, addressing issues and involving classes and individual students, e.g. involving students, faculty, and administrators in bringing artists of African ancestry on campus. The Euphrat involves ý students in working with at-risk children and youth on campus and in the community through the Arts & Schools Program. They also participate in School Recess Camps, hands-on art stations at community festivals, collaborative public art projects, and Teaching Tours. Young students from communities with low college participation rates are exposed to an exciting college environment at an early age. Many of the children and youth are on track to attend ý when they graduate and many Outreach through special collaborative projects that align with different exhibitions has been a very successful way of involving students from targeted groups. Over 450 ý students participated in the museum's 2013-14 collaborative art projects and the annual student art show. 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:Euphrat exhibitions and programs always include diverse perspectives and speak to the need, interests, and issues of our students and communities across disciplines. Targeted populations are integral to the program. Students from these populations are involved in the museum in a variety of capacities. The Euphrat's exhibitions, events, and programs help transform traditional classroom learning across disciplines and produce culturally aware creative learners.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 museum continues to be an integral part of decreasing the student equity gap on campus, working with the Office of Equity, Social Justice, and Multicultural Education, the Equity Action Council, the Multicultural Center, classes like Creative Minds and Cultural Anthropology, and multiple campus departments and divisions including Creative Arts, African American Studies, Social Science and Humanities, and Language Arts. The Euphrats director participated in the August 2013 Faculty Engaged Learning Institute (FELI) and learned about successful methodologies used in the Academy for College Excellence (ACE). Key strategies were implemented in the classroom (ARTS 71 and 72) and in the management of the museum and programs. The mission is to have a welcoming museum space that is student-centered, uses innovative approaches, provides individualized attention, and utilizes multicultural pedagogical practices. ACE techniques and exercises continue to enrich museum programs and practices. The ongoing initiative to address the equity gap for African ancestry and Latino/a students included outreach to students in the Black Leadership Collective (BLC), Puente, LEAD, and other historically marginalized groups on campus. Creating a broader systemic support network for our African ancestry and Latino/a students includes hiring, enrollment, and participation in projects, events, and programs. Examples include 1st Thursdays, Visiting Artist presentations and workshops, student employees, interns, and volunteers. Helping to close the student equity gap is key to all the museum does.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%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%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 standardIn 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 audience and student participation have grown with focused programming and special collaborative projects that accompany each exhibition. The number of classes and students visiting and using the exhibitions for writing, drawing, and reflection assignments continues to grow by about 3% each year. 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 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 ImprovementArts 71 Gallery & Exhibition Design and Arts 72 Internship in Art courses offered through the museum have involved many students in the production of the exhibitions and related events. A key element of success has been the expanded participation of students across disciplines, and the strong support of the DASB.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 SummaryThe museum accesses program level outcomes through class visits, programs, and events and depth of involvement, whether planning, speaking, organizing, reflection writing assignments, community service, and /or special projects aligned with exhibitions. 100% 0f PLO's assessed. 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 assessmentCampus wide and museum-based exhibitions in 11-12, 12-13 and13-14 included numerous collaborative art projects with ý faculty and students from historically marginalized populations. 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 SummaryCumulative assessment of student learning takes place through the production and display of student projects, individual and collaborative. 100% of SLO's accessed.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 assessmentState 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 TrendsThree years ago the Executive Director position that the college had funded for over 30 years was eliminated. The college covers two months of the one staff persons eleven month position and does not provide a B budget. Funding for everything else is raised by that staff person in addition to directing, curating, and teaching. The lack of a dedicated faculty position negatively impacts the museums ability to serve students and expand programming.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 TrendsAssess 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 full time faculty museum director 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:A faculty position to replace the vacancy that occurred three years ago when the Executive Director position was eliminated is very much needed for the sustainability of the museum and campus-wide programs. The museum is a very unique multicultural teaching resource across the curriculum and the core of the Museum Studies Skills certificate. It is a model and a center for civic engagement through the arts with collaborative, participatory art projects that serve the entire campus. The museum is a vital part of our students educational experience where they can learn a wide variety of skills including technical, advanced writing and editing, critical and creative thinking, expression, communication, and public speaking. They gain exhibition design/production and curatorial experience and learn about professional portfolio presentation. Museum exhibitions, programs and curriculum reflect and model all of the Institutional Core Competencies including increasing civic capacity for equity, social justice and environmental sustainability. Students, faculty, and staff participate from across subject areas with an estimated 30% from Creative Arts, 25% from Language Arts, 20% from Social Science & Humanities, 15% from Intercultural/International Studies and Environmental Studies, and 5% from other divisions. This faculty position would serve many divisions in addition to Creative Arts and connect with numerous programs that focus on underrepresented students. Comparable community colleges such as Cabrillo College and Ohlone College with vibrant art programs have faculty positions for their on campus galleries. The museum serves students in so many capacities and it is absolutely imperative that it have a faculty position to maintain the rigorous standards, excellent reputation, and multicultural pedagogy that it is known for. 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, QuantityReplacement plexiglass tops for 8 display pedestals. Various sizes from 16 x 16 x 24 to 35 x 35 x 28.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 JustificationThe museum's current plexiglass tops have been in use for over twenty years and show the wear and tear. Art objects that need to be displayed under plex are often delicate and intricate. The scratches and scuffs on current tops detract from the viewing experience and the professionalism of presentation. 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 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 AugmentationHow 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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