ࡱ>  @Ubjbj 7eeL> vvvvv8NT0l4{ "0$0$0$0$0$0$0,3S6P0v {{ P0$vve0$$$ vv"0$ "0$$.h/p;!:hy":/0{000J/[7$[7 /$v/$ P0P0$ 0[7 <:    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: FrenchI.A Program Mission Statement: The French Department offers introductory and intermediate level curriculum covering language and cultures/contributions of the French-speaking world, with focus on developing accuracy and fluency in the oral, written, culturally appropriate communication skills established by the American Council on the Teaching of Foreign Languages (ACTFL). The program strives to serve transferring students, those who wish to fulfill career objectives, and those who wish to deepen a sense of functionality and/or belonging within French-speaking communities.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.Career/Technical, personal enrichmentBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement AwardedIf 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 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 populationsFrom 2008-09 to 2012-13, Latino/a enrollments went from 84 to 168, and retention went from 70% to 80%. For students of African ancestry, enrollments went from 10 to 33, and retention went from 89% to 82%. For Pacific Islanders, enrollments went from 4 to 2, with retention remaining at 50%. Filipino enrollments went from 15 to 26, and retention went from 73% to 85%.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:From 2008-09 to 2012-13, success rates for targeted populations either increased or remained even. There was no decline in any of those groups. Success rates increased for Filipinos from 60% to 69%, and for Latino/s from 60% to 68%. Success for students of African ancestry remained the same at 70%. Success for Pacific Islanders remained the same at 50%, however with only 2 or 4 students enrolled, those success rates are statistically unreliable. See II.A.3 or possible reasons why these continued or increased success rates have occurred.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 success rates shown above (II.A.2) reveal the progress made. Overall success for targeted groups in the French Department increased from 66% in 2008-09 to 69% in 2012-13. This is a higher success rate than what was achieved by the IIS Division and by the College in 2012-13. Since Fall 2012 we have been enforcing prerequisites. We anticipate that more careful monitoring of whether or not a student is prepared for the language level that s/he has selected should help to close the equity gap even further, however it is still too early for data to be reliable enough to tell us if this is affecting success rates of targeted groups. The Media Learning Center opened in Fall 2012, however no French sections have been assigned to that building, so at this point no comment can be made about its use in helping to close the equity gap, as was anticipated in prior APRUs. The Multicultural Center has been remodeled, and now serves as a gathering place for students to work together, which may be playing a role in academic motivation and support.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%N/AIn 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%N/AIn 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 standardN/A, as institutional standard has been met and exceeded by the French Department.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:From 2008-09 to 2012-13, overall enrollments went from 681 to 560. Surely this decline is a direct result of the lowering of section offerings due to budget cuts. In 2008-09 there were 43 sections offered, and in 2012-13 there were only 31 sections. In addition, enforcement of prerequisites is likely to be further lowering our enrollments. See II.B, below. Overall success rates for the French Department in 2013 were equal to or higher than both the IIS Division and the College.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 The implementation of enforced prerequisites is very likely resulting in further decreased enrollments, due to students not meeting deadlines for gaining clearance, or due to their inability to document what may be genuine proficiency. In addition, the cut-off dates for meeting the minimum enrollment of 20 in order to keep sections alive precede the last day of the colleges official enrollment periods. Students are unaware of these actual deadlines, and trust that they have more time to register than they actually do. This puts many sections at risk of being cancelled, even though they would meet and exceed those minimum enrollments if students were allowed to continue to enroll until the misleading, officially advertised registration deadline.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 ImprovementLack of funding continues to prevent us from having the in-class instructional assistants that we advocated for in our 2008-09 Comprehensive Program Review. No French sections have been assigned to the Media Learning Center, as noted above (II.A.3) 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 Summary400% 400% completion does not seem possible. 100% of the French Deparments PLOACs have been completed.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 assessmentNone, at this stage. However, the French Department will revisit its decision to use French 6 data as the exit-exam data that informs its PLO assessments. The low enrollment numbers in French 6 make any statistics very unreliable. Further, it is anticipated that French 6 will be eliminated by Administration.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% of SLOACs have been completed. TracDat report does not appear to reflect this. Much is archived in ECMS. Four courses slated for deletion are still listed in TracDat (French 10, 77, 77X, 77Y), and should not be considered as pending completion.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 assessmentNoneState 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. Further, campus-wide elimination of materials fees poses major problems, as our Divisions budget is not sufficient to cover the cost of printing handouts, of which there are many in most World Language classes.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 TrendsPlease refer to Deans Summary. Further, it is anticipated that Administrations decision not to offer French 4-5-6 every quarter for budgetary reasons will lead to the elimination altogether of French 5 and 6, and perhaps ultimately French 4 as well. This will have serious consequences for our first-year program. Students will not even begin a two-year language program if they know they cannot complete it.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 RequestAccess to a language lab, either in the Media Learning Center or in the Advanced Technology Center.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 JustificationAccess to a language lab is one of the most basic requirements for successful experimentation with the sounds of a language (both recognition and production), and for instructors to monitor student progress in those areas. It is most regrettable that our World Languages departments have been without a language lab for so many years. In the planning stages of the Media Learning Center, the IIS Division had Spanish instructor Cristina Moreno on the committee, representing the interests of the World Languages faculty and students. She retired suddenly in 2010, and whatever progress she had made in procuring us appropriate space has since been ignored. The Medial Learning Center is now fully functional, and there is no designated space for language lab activities.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 AugmentationAugmented B Budget to cover the cost of photocopying exams. For obvious ethical and security reasons, exams cannot be printed out by students at home.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 NeedsCompensation for adjunct faculty involved in SLO work. Banner training for prerequisite clearance assessors, in order to access transcripts, and to enter clearances. This would greatly reduce the amount of time assessors are having to devote to the clearance process.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 plansThe resources requested above will expedite prerequisite clearances, they will bring more involvement of adjunct faculty, and they will instruct faculty in Banner. It may not be possible to assess these benefits quantitatively, but they will surely provide a qualitative enhancement of faculty productivity that will be very evident.How do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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