ࡱ>  (bjbj 7eev? ttttt8||#6p4W[ 5555555,9E<J5t  5$tt5$$$ tt5$ 5$$3b5ho"4550#64<$<(b5$tb5$ 55$ #6< ::    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: Intercultural StudiesI.A Program Mission Statement: The Intercultural Studies Department offers an interdisciplinary major leading to an A.A. degree or transfer in Intercultural Studies. This major represents the joint commitment of the African American, Asian Pacific American, Chicana/o, Native American and Intercultural Studies programs, and provides a core curriculum whose educational objectives include the following: Develop a methodology emphasizing comparative analyses of the history and contemporary issues and positions of Third World peoples; Develop research capabilities that will allow students to compile and analyze information from a Third World perspective; Teach ethnicity theory, race relations theory, feminist theory, cross-cultural communications theory and explore multidimensional issues of racism, institutions and power. The major also examines the need for shared pluralism and provides expertise in areas that will allow students to pursue professional training so that they may provide services to historically marginalized communities of color and effect positive social change.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?Transfer.Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Choose a secondary mission of your program.Personal enrichment through greater multicultural awareness and/or personal empowerment though a greater understanding, appreciation, and connection with ones own cultural history.Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement Awarded0If 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:0If 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:0If 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 ServedNAOnly 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 ServedNAOnly 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 ServedNA  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 populationsBased on the 10/4/13 Data Sheets, compared to the 2011-2012 AY, the Targeted population in ICS increased from 2,114 to 2,322 students and showed a 6% decrease of our overall Success rate for this population. The following is a summary of the growth/decline of the Target sub-groups and their respective success data: Our Latina/o population grew from 1,321 to 1,488, but saw a 5% decline in the Success rate. Our Latin@ population was 27% of all ICS students, while only 22% of the college overall. Our African Ancestry population grew from 428 last AY to 488 in AY 2012-2013, with a 6% decrease in Success from 57% to 51%. Our African Ancestry population in ICS (9%) was nearly double the percentage of the college population (5%). Our Pacific Islander population grew from 56 in AY 2010-2011 to 72, with no change in the Success rate of 54%. Our Pacific Islander population was 1%, equal to that of the college overall. Our Filipino/a population decreased from 365 to 346, with a 6% decrease in Success from 78% to 74%. Our Filipino/a population in ICS was 6%, equal to that of the college proportion. 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:AY 2012 showed a 6% decrease in the overall success rate of the ICS Targeted population compared to last year, from 65% to 59%, with only a 2% decline in our Non-Targeted student success rate (from 80% to 78%), thereby increasing the equity gap to 19%, up from 15% last year. One significant explanation for this increase in the equity gap is the difference between our Targeted student Withdrawal rate at 16%, compared to the Non-Targeted Withdrawal rate of only 10%. What accounts for this 6% difference in withdrawals? More specific data collection is needed to substantiate instructor observations that economic hardships (students needing to work, housing and transportation challenges that make college attendance unsustainable, increased cost of attendance, etc.) contribute to Targeted students withdrawing disproportionately to Non-Targeted students. The following may be structural factors that have not changed and continue to contribute to the persistence of an equity gap for students taking ICS courses: ICS courses have no prerequisites, and only list Advisory courses, yet require significant, rigorous writing assignments as transfer level courses. Some ICS faculty report the following feedback from students on in-class surveys administered at the beginning of each quarter: 20-25% of students in courses do not meet the Advisory level of preparation. Students report not being able to get into LART, EWRT 1A, or ESL5 courses prior to or concurrently with ICS courses. Students consistently report taking ICS courses because they were recommended (even by advisors) as easy courses or personally interesting, which they may assume to be less academically rigorous. We may be seeing a disproportional increase in basic-skill level students enrolling in ICS courses. For instance, while there was only a 1% difference in the 19 or less population of students in ICS compared to the college population, significantly, 53% of ICS students in 2011-2012 were age 20-24, compared with only 45% of the overall campus population. Further research is needed to determine if these younger students taking ICS courses are disproportionately basic-skills level students. While ICS faculty may generally have culturally relevant course content and engaging pedagogy, they may not have the capacity to compensate for students lack of prior preparation in basic skills for college level work. (Note: Professional development training addressing this topic in which some of our faculty have participated took place last summer and does not impact the older data used for this report.) Budget cuts/reductions in student services that support our most vulnerable populations.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 following bullet points were outlined in the 2008-2009 CPR. The progress that has been made follows each bullet point in italics: Active recruitment and hiring of diverse faculty with the strong academic backgrounds in their respective fields. While we have had two retirements of full-time faculty members since the last CPR, we have only been able to hire one full-time replacement in African American Studies. This faculty member has been actively engaged beyond the classroom, working with students and other college programs to develop a broader support network for our African Ancestry students in particular, and we have seen a growth in this student population of over 100 students between the 2010-2011 and 2012-2013 Academic Years. We need, at minimum, to also replace our Native American Studies full-time faculty member and our Chican@/Latin@ Studies faculty member who will also be retiring at the end of this academic year. Reexamination of curriculum and student learning outcomes. Our ICS faculty have been fully engaged in revamping the SLOs of their courses, have revised course curricula and renamed some to reflect updated content and focus, and are currently revising and creating new courses that will match current student interest and trends in the field. We have also created a number of hybrid and online versions of popular courses, and our faculty are innovating and developing online structures for student peer-support groups and interactive engagement. A core of our faculty are also receiving training and piloting pedagogical approaches that attend to the social/emotional domain of promoting student retention and success. The opening of a Multicultural Center, a supportive and empowering space for people of color to construct their identity as successful college students, particularly the increasing Latino population, which is among those Targeted Group. In the Winter quarter of 2011 the renovated Multicultural Center (MCC) reopened as the IIS Division office and as a meeting space for students, program meetings, and campus-wide events. The APALI program uses the MCC as the hub of all its planning, organizing, and event activities, including the development of its student mentors. The LEAD! Program (Latino Empowerment At DeAnza), housed in and supported by our division, has been quite successful in using the MCC for student Mentors to meet, train, and organize their efforts. Our African American Studies department is also using the MCC as the center of the meeting, training and organizing efforts of the new Black Leadership Collective, composed primarily of African Ancestry students working to develop an academic/social support network. As a community center for diverse array of students and events from across the campus, we need a facilities coordinator in order to maximize its effective and optimal functioning. (More on this will be addressed in Budget Requests below.) 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. The success of the LEAD! Program extends beyond our division to other courses outside our division, and is one example of how MCC II. A.4.a.Plan if success rate of program is below 60%The ICS success rate was at 70%.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 following are the Success rates for ICS students by ethnicity that fall below 60%: African American: 51%; Latin@: 59%; Native American: 46%; Pacific Islander: 54%. The Following are Part of the ICS Plan to Understand and Dramatically Improve the Success Rates of the Above Groups: To develop a Division Student Success Equity Plan by the Fall of 2014 with clear action steps and benchmarks to assess progress toward closing the racial achievement gap. As part of this SSEP, to determine what data are needed to effectively assess what factors, including instructional practices, most impact student retention and success, particularly where there is a racial achievement gap. To work collaboratively with the Office of Equity, Social Justice, and Multicultural Education, with the office of Institutional Research, and with college administration, to generate the data determined to be essential for understanding those factors most impacting student success, and to define strategies for the most effective intervention. To pursue greater faculty training in evidence-based models for student success, such as the FELI/ACE programs, including ways to adapt such models in line with our most effective on-campus programs, for piloting and implementation within our division. To seek a dedicated academic counselor to be assigned to our division, and housed therein, to work closely with our faculty and students to more effectively guide their academic planning and progress, identify trends in student difficulties and respond more quickly, and ensure accurate and timely communication between counselor, faculty, students, and division administration. 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 standard As noted above, we request an academic counselor dedicated to our division and housed on site. Additional support from the Director of the Equity Office to assist and guide the development of our division Student Success Equity Plan. This would require additional staff support for that office to create more bandwidth to support our division efforts. Funding to support the professional development of our entire faculty in the evidence-based models described above. 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:While the college population declined by 2%, ICS showed an overall decrease of 4% in AY 2012-2013. Our African American (+60), Latin@ (+167), and Pacific Islander (+16) populations grew, but this was offset by significant declines in Asian (-127), Decline to State (-63), White (-29), Filipino (-19), and Native American (-21) populations. 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 With the elimination of Material Fees, notwithstanding the augmentation funds to offset approximately 50% of the eliminated fees, many faculty responded by shifting more course materials online, and this may have had a negative impact on those students who are on the lower end of the digital divide. Some faculty members now report students trying to access course materials kept on the web through their smart phones, rather than paying for printing, and this creates classroom management issues. 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 ImprovementThe 2008-2009 CPR identified the following main areas of improvement: Closing the student equity gap; the lack of full time faculty; and the marketing of AA degree and Certificate in ICS to the students as a pragmatic, potentially more attractive alternative to a general Liberal Arts degree (for transfer or job market). Progress has been mixed and uneven over the past five years in narrowing the equity gap, with some years showing a decrease and others showing an increase in the gap. While there are number and range of influential factors that seem to contribute to movement in one direction or another, going forward we must direct the majority of our attention and efforts on identifying those factors that are most within our sphere of influence and control, such as hiring instructors with demonstrated success in working with our Targeted population, and developing/implementing organizational structures within and beyond the classroom that support our Targeted students retention and success.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:NACareer 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:NACareer 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 SummaryNot accessible.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.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 SummaryNot available.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.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 TrendsThe most dramatic impact of budget trends are those beyond the scope of ICS. Severe budget reductions since the last CPR resulting in the elimination of student services staff and the dramatic reduction in tutoring and the range of other student support services have negatively impact the support and success of many of our developmental level students.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 TrendsICS enrollment dropped by 4%, compared to the overall college decline in enrollment of 2%. It is unclear what the cause and effect relationship may be of external budget reductions, other than those indicated in the section above. 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 NeededNative American Studies: Replace due to vacancy (full-timer retired). This position will be redesigned as an instructor for a reconfigured Latin@ Studies and Indigenous People of the Americas department, and as such, will teach courses within what was previously Native American Studies and Chican@ Studies. Chican@ / Latin@ Studies: Replace due to vacancy (impending full-timer retirement). This FT instructor would primarily teach those courses formerly a part of Chican@ Studies. 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:It is an institutional imperative that we, at minimum, replace the Chican@/Latin@ Studies FT faculty position that will be vacated due to retirement at the end of this academic year. The Latin@ population at ý College grew by 6,367 from AY 2010-2011 to AY 2012-2013, a growth rate of about 3,000 additional Latina@ students per year. At this rate our campus will likely cross the 25% threshold in Latin@ student population for the campus and become eligible for status as a Hispanic Serving Institution in Fall of 2014. There is abundant evidence in the body of educational research that demonstrates the importance of offering culturally relevant curricula to engage and support the retention and success of historically marginalized populations, especially those that are first in their family to attend college. Over the past two-years the one FT faculty member, along with five adjunct faculty members, have been meeting and planning course revisions and new course offerings to address and engage the growing Latin@ demographic. We need, again, at minimum, to replace this FT vacancy so that this work can be sustained and carried forward. Last year our sole FT faculty member in the Native American Studies department retired after more than 30 years. This program had suffered the past several years due to numerous issues, including serious health problems faced by this instructor that significantly impacted the program. The Native American studies program at ý College was once highly enrolled and highly regarded across the country, and served the significant, but most often unseen/unrecognized, Native American population in the region. As indicated above, this position will be redesigned as an instructor for a reconfigured Latin@ Studies and Indigenous People of the Americas department, and as such, will offer the continuum of courses within what was previously Native American Studies and Chican@ Studies, reflecting both the distinctions and the common ethnic, cultural, and political histories and contemporary challenges of people of the Americas with indigenous ancestry. Furthermore, at a time when Ethnic Studies programs across the country are being systematically dismantled, it is crucial that we replace this position to preserve the integrity of our ICS program, demonstrate our commitment to historically marginalized communities, and provide a high-quality multicultural educational program to our entire campus community.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 NeededOur Division office is also home to the Multicultural Center where a wide range of student, faculty, staff, and community events take place, including ongoing meetings of various kinds. As such, the extraordinary volume of foot traffic that comes through the MCC, as well as coordinating with student groups, faculty requests, other administrative units using the facilities, hosting campus-wide events, managing and updating the online the facilities calendar requires, at minimum, 60% time MCC Facility Coordinator. Having someone dedicated to attending to the tasks outlined above will allow the divisions administrative assistant to focus on the bona fide responsibilities of this role. While this is a good problem in that it demonstrates the extent to which the MCC continues to be an important center for collaborative, civically-engaged work for students, faculty, and staff from across the campus and outside community organizations, it is simply not functional or sustainable to have our division administrative assistant take on the necessary, de facto, role of an MCC Facilities Coordinator in addition to the defined position responsibilities. 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 None beyond those already in the Measure C FF&E queue. 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, QuantityNADescription 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 JustificationNAWho 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 RequestNAName 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 JustificationNAWho 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 Augmentation As needed to fund the MCC Facilities Coordinator at 60% time position. College supported allocation of resources to develop a more time-sensitive and nuanced data collection system that can provide meaningful information regarding the factors involved in student retention/non-retention and success/non-success. 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 NeedsAs a result of our Student Success Equity Plan development process thus far, we need training, assistance, and guidance from the Director of the Equity Office in the form of direct professional development for baseline work in promoting culturally humble shifts in assumptions, attitudes, and practices regarding teaching and learning for different racial and socioeconomic student populations. Additionally, we need 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 plansOur division Equity Plan is currently under development and will include benchmarks for assessing progress relative to our stated goals, including those currently indicated in Section II. A.4.b. and III. C. above. How do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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