ࡱ>  7kbjbj 7eea> ttttt8lp34_c 2222222,79J3t  3#tt*3### Ttt2# 2##'1|{20k;"12@30p31:#:${2#t{2X 33# p3: ::    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: International (Global) StudiesI.A Program Mission Statement: Global Studies students will integrate information about the environment, cultures, histories, politics, arts, and economics of people around the world and develop the capacity to articulate their interdependence and interconnectedness. Grounded in a framework of cultural humility and appreciative inquiry, students will demonstrate cultural competence through the ability to interact effectively in international and multicultural settings based on an integrated understanding of global issues and perspectives.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.Basic 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 populationsBased on the 10/4/13 Data Sheets, compared to the 2011-2012 AY, the Targeted population in INTL increased from 197 to 211 students and showed a 2% decrease in 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 African Ancestry population grew from 26 in the 2011-2012 AY to 42 in AY 2012-2013, with a 2% decrease in Success from 50% to 48%. Our African Ancestry population in INTL is 4%, nearly the same as that of the college population (5%). Our Filipino/a population decreased from 56 to 38, with a 6% increase in Success from 68% to 74%. Our Filipino/a population in INTL was 4%, compared to 6% of the college proportion. Our Latina/o population grew from 115 to 131, with a 1% decline in the Success rate. Our Latin@ population was 12% of all INTL students, compared to 22% of the college overall. Our Pacific Islander population grew from 5 students in AY 2011-2012 to 7, with a drop in the Success rate from 80% to 29% (the percentage seems dramatic, but this is because of the very small N). Our Pacific Islander population was 1%, equal to that of the college overall. 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 small 2% decrease in the overall success rate of the INTL Targeted population compared to last year, from 58% to 56%, with a 5% increase in our Non-Targeted student Success rate (from 78% to 83%), thereby increasing the equity gap to 27%, up from 25% the previous year. One significant explanation for this increase in the equity gap is the difference between our Targeted student Withdrawal rate at 19%, compared to the Non-Targeted Withdrawal rate of only 13%. 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 INTL courses: INTL courses have no prerequisites, and only list Advisory courses, yet require significant, rigorous writing assignments as transfer level courses. Some INTL 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 INTL courses. Students consistently report taking INTL 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 INTL courses. For instance, while there was only a 1% difference in the 19 or less population of students in INTL compared to the college population, significantly, 57% of INTL 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 INTL courses are disproportionately basic-skills level students. While INTL 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 which does not impact the older data used for this report.) Budget cuts/reductions in student services and tutorial programs that support our most vulnerable populations. We need more timely and nuanced data to accurately determine what those factors are that are most adversely affecting the success. (See recommendations below in section II. A.4.b. )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 was outlined in the 2008-2009 CPR, under III B.: Continuation of inexpensive, sound practices such as sharing and communication, analysis of data, and monitoring of success and retention rates. Our INTL faculty have been fully engaged in revamping the SLOs of their courses, have revised course curricula to reflect updated content and focus to address 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 is also receiving training and piloting pedagogical approaches that attend to the social/emotional domain of promoting student retention and success. INTL faculty members are involved in the division Equity Core Team (ECT) and are in the process of developing a Division Student Success Equity Plan. This Plan will directly address the challenge of closing the racial achievement gap between our targeted and non-targeted students. (See II. A.4.b 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. II. A.4.a.Plan if success rate of program is below 60%The INTL success rate is at 77%, compared to the overall college success rate of 75%.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 INTL students by ethnicity that fall below 60%: African American: 48%; Latin@: 54%; Native American: 88%; Pacific Islander: 29%. The Following are Part of the INTL / IIS Division 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 A full-time faculty member is needed in INTL to take the lead in coordinating all aspects of the Global Studies program, including professional development and implementation of the success strategies outlined above. Also as noted above, we request an academic counselor dedicated to our division and housed on site. Funding for student Mentors to lead familia-style student support groups for heterogeneous targeted and non-targeted students. 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:Our African American students were 4% of the college population and had a success rate of 48%; Asian was 63% of the college with a success rate of 86%; Decline to State was 5% with 80% success; Filipino was 4% of the population with 74% success; Latin@ was 12% with 54% success; Native American was 1% of the college with 88% success; Pacific Islander was also 1% (two students) of the college with 29% success. 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 20089-2009 CPR indicated that the Main Areas of Improvement was the Lack of fulltime faculty limits programs strong potential. It continues to be a challenge and we will request in this CPR a full time faculty position dedicated to the coordination and development of the INTL/Global Studies department.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 statistINTL, 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 SummaryNot available.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 INTL Studies. 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 TrendsIn response to district and college budget reduction efforts, INTL/Global Studies reduced its section offerings by 17.5% and, predictably, showed a 10.5% drop in enrollment to 1,052.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 NeededGrowth.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:As noted in Section II. A.4.C, a full-time faculty member is needed in INTL to take the lead in coordinating all aspects of the Global Studies program, including professional development and implementation of the success strategies outlined above. 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 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 RequestNone.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 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? Submitted by: Edmundo Norte,  HYPERLINK "mailto:norteedmundo@fhda.edu" norteedmundo@fhda.edu, Ext. 8443APRU writers name, email address, phone ext.Last Updated:5/5/13Give 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 9  TIME \@ "MMMM d, yyyy" May 8, 2014 ý College Annual Program Review Update-revised 4-14-12 Spring 2012  y     3 4 5 ) T U V m ᾚudududuYhVF0h$+CJaJ!h$+5CJKHOJQJ^JaJ'hVF0h$+5CJKHOJQJ^JaJ hjh$+CJOJQJ^JaJ$h h$+0JCJOJQJ^JaJ h8?Xh$+CJOJQJ^JaJ#jh$+CJOJQJU^JaJ h5cjh$+CJOJQJ^JaJh$+CJOJQJ^JaJ hVF0h$+CJOJQJ^JaJ4 5 K  * U V Jkd$$IflFL$ ~6  t027    44 lapd$Ifgd$+ dgd$+V [ l m QCd$Ifgd$+kd$$IflFL$ ~6  t027    44 lap$d$Ifa$gd$+m   ' * 3<WX^ CFGøܟ܎vivU'jhj4h$+CJPJUaJhsh$+CJPJaJh$+CJPJaJjh$+CJPJUaJ hVF0h$+CJOJPJQJaJ hx?Dh$+CJOJQJ^JaJhWOJQJhRah$+OJQJh$+CJOJQJ^JaJhVF0h$+CJaJ hVF0h$+CJOJQJ^JaJ#hsQh$+5CJOJQJ^JaJ ! 3=>00d$Ifgd$+kdf$$Ifl$FL$ ~6  t027    44 lap$d$Ifa$gd$+$d$Ifa$gdW=WRkd$$IflMFL$ ~6  t027    44 lapd$Ifgd$+WX{`RRRRRd$Ifgd$+kd$$IflMFL$ ~6  t027    44 lapGHwx{|YZfuȵxgVI5'jhj4h$+CJPJUaJh%h$+CJPJaJ hVF0h$+CJOJPJQJaJ hVF0h$+CJOJQJ^JaJ$hVF0h$+0JCJOJPJQJaJh$+CJOJQJ^JaJhVF0h$+CJaJ hlh$+CJOJQJ^JaJ$hx?Dh$+CJOJPJQJ^JaJh$+CJOJPJQJ^JaJh$+CJPJaJhCAh$+0JCJPJaJjh$+CJPJUaJbTTTTd$Ifgd$+kd\$$IflFL$ ~6  t027    44 lap$%̹xgVI5'jhj4h$+CJPJUaJh%h$+CJPJaJ hVF0h$+CJOJPJQJaJ hVF0h$+CJOJQJ^JaJ$hVF0h$+0JCJOJPJQJaJh$+CJOJQJ^JaJhVF0h$+CJaJ)hjh$+B* CJOJQJ^JaJph$hx?Dh$+CJOJPJQJ^JaJhh$+CJPJaJh$+CJPJaJjh$+CJPJUaJh' Xh$+0JCJPJaJ%&?`RRRRd$Ifgd$+kd$$IflFL$ ~6  t027    44 lap>?@G_stYZ[bvwxn`nn`nM$h` h$+CJOJPJQJ^JaJh$+CJOJPJQJaJ hL9}h$+CJOJPJQJaJ hVF0h$+CJOJPJQJaJ hVF0h$+CJOJQJ^JaJ hL9}h$+CJOJQJ^JaJh$+CJOJQJ^JaJhVF0h$+CJaJ)hjh$+B* CJOJQJ^JaJph$hx?Dh$+CJOJPJQJ^JaJhh$+CJPJaJ?@st;Z`RRRRRd$Ifgd$+kdh$$Ifl;FL$ ~6  t027    44 lapZ[!XwbRRDDRd$Ifgd$+d$Ifgd$+m$kd$$IflFL$ ~6  t027    44 lapwx<s`PPBBPd$Ifgd$+d$Ifgd$+m$kd$$IflFL$ ~6  t027    44 lap67(,<?DF]^ik 467GOPi޼wwwwwwwwwwwwwwwwh$+OJPJQJaJh@*B*CJOJQJU^JaJph$hUX[h$+0JCJOJQJ^JaJ-jhUX[h$+0JCJOJQJU^JaJ h8Hh$+CJOJQJ^JaJ)h(Dh$+B* CJOJPJQJaJphI}228333k4l455[7bTTTTTTTTd$Ifgd$+kd$$IflFL$ ~6  t027    44 lap 3333333399d:e::::;;;;;<ɸpeTFh$+CJOJPJQJaJ h8Hh$+CJOJPJQJaJhVF0h$+CJaJ;jhj4h$+>**䴳ϴ$8<h$+0JCJOJQJ^JaJ-jh8<h$+0JCJOJQJU^JaJ h8Hh$+CJOJQJ^JaJ)h(Dh$+B* CJOJPJQJaJphI} h=ph$+CJOJPJQJaJ h=ph=pCJOJPJQJaJ[7[899;;;;;<Tkd$$IflFL$ ~6  t027    44 lapd$Ifgd$+ <<c>g>!?"???@@@I@J@K@M@@@ὬdT=2hVF0h$+CJaJ-h8Hh$+B*CJOJPJQJ^JaJphh$+0JCJOJQJ^JaJ;jthj4h$+>**䴳ϴ$8<h$+0JCJOJQJ^JaJ-jh8<h$+0JCJOJQJU^JaJ h8Hh$+CJOJQJ^JaJ# *hfh$+CJOJPJQJaJ#h_h$+6CJOJPJQJaJh$+CJOJPJQJaJ hz{&h$+CJOJPJQJaJ< ==>!?"?L@M@@ $Ifgd$+d$Ifgd$+@@@BBCbTFTTd$IfgdvMd$Ifgd$+kds$$IflFL$ ~6  t027    44 lap@@ AAATA[AAAAAABB!BDBVBBBBCCCGC̼̼̬ܘ܈ܬudYKdh$+CJOJQJ^JaJhVF0h$+CJaJ hVF0h$+CJOJQJ^JaJ$hvMh$+CJOJPJQJ^JaJhuK1CJOJPJQJ^JaJ'h8JhvM5CJOJPJQJ^JaJh8JCJOJPJQJ^JaJhvMCJOJPJQJ^JaJh CJOJPJQJ^JaJ$hvMhvMCJOJPJQJ^JaJ h8Hh$+CJOJPJQJaJCCGC?E@E_FbTKTT $Ifgd$+d$Ifgd$+kd&$$IflFL$ ~6  t027    44 lapGClCnC?E@E\F^F_F`FfFFFFFFFGGGﾭ||mXC1#h$+B*OJPJQJ^JaJph)hsQh$+B*OJPJQJ^JaJph)hsQh$+B*OJPJQJ^JaJphhsQh$+OJPJQJaJhH>OJPJQJaJhOJPJQJaJh$+CJOJQJ^JaJhVF0h$+CJaJ hth$+CJOJQJ^JaJ hVF0h$+CJOJQJ^JaJhvMh$+CJOJQJaJ hvMh$+CJOJPJQJaJ hvMh$+CJOJPJQJaJ_F`FFGGHbTTTTd$Ifgd$+kd$$IflFL$ ~6  t027    44 lapGGGHHHHHHHDIHIIICJDJEJKJnJoJpJKKKKKKͼ}ooͼ}ͼo^OhEyh$+OJQJ^JaJ h8h$+CJOJQJ^JaJh$+CJOJQJ^JaJ hVF0h$+CJOJPJQJaJ$hVF0h$+0JCJOJQJ^JaJh$+0JCJOJQJ^JaJhVF0h$+CJaJ h` h$+CJOJQJ^JaJ hVF0h$+CJOJQJ^JaJhsQhH>OJPJQJaJ#hH>B*OJPJQJ^JaJphHHHHDJbTTTd$Ifgd$+kd$$IflFL$ ~6  t027    44 lapDJEJoJpJKbTTTd$Ifgd$+kd?$$IflFL$ ~6  t027    44 lapKKKKMMbQQQ$d$Ifa$gd$+kd$$IflFL$ ~6  t027    44 lapKLMMMNMVM|MMMSNTNUN]NkNyNzN,O-OCOZOPPP P1P6P7PQQQQQ(Q)QRR SӲ|k hVF0h$+CJOJQJ^JaJ hVF0h$+CJOJPJQJaJh$+CJOJPJQJaJhVF0h$+0JCJaJh$+0JCJaJ$hVF0h$+0JCJOJQJ^JaJh$+CJOJQJ^JaJhVF0h$+CJaJ h8h$+CJOJQJ^JaJ hkAh$+CJOJQJ^JaJ#MMNM|MMTNbTCC$d$Ifa$gd$+d$Ifgd$+kd$$IflFL$ ~6  t027    44 lapTNUNkNzNPbTTTd$Ifgd$+kdX$$IflFL$ ~6  t027    44 lapPP1P7PQbTTTd$Ifgd$+kd $$IflFL$ ~6  t027    44 lapQQ)QR SeSbTTTTd$Ifgd$+kd$$IflFL$ ~6  t027    44 lap ScSdSeSfSkS|S}SS3T4TTUUU!U#U=U>UEUFUUUUUUUUUVŵyŢkZŢLh=pCJOJPJQJaJ hVF0h$+CJOJPJQJaJhJCJOJPJQJaJhJhJB*OJQJphhJhJOJPJQJhVF0h$+0JCJaJ$hVF0h$+0JCJOJQJ^JaJh$+0JCJOJQJ^JaJhVF0h$+CJaJ hVF0h$+CJOJQJ^JaJh$+CJOJQJ^JaJ hxh$+CJOJQJ^JaJeSfS}S4TTTUbTTTTTd$Ifgd$+kdq$$IflFL$ ~6  t027    44 lapUU>UFUUbTTTd$Ifgd$+kd$$$IflFL$ ~6  t027    44 lapUUUVVbWbTFTTd$Ifgd=pd$Ifgd$+kd$$IflFL$ ~6  t027    44 lapVVaWbWcWgWjWWWWXXXMYcYgYpYYYY4ZAZDZEZQZRZSZZZ [[Ųrrr]K]rrrrrr"h$+5B*OJPJQJaJph(h7gh$+5B*OJPJQJaJph%hwkxh$+B*OJPJQJaJphh$+B*OJPJQJaJphhVF0h$+0JCJaJh$+0JCJOJQJ^JaJ$hVF0h$+0JCJOJQJ^JaJhVF0h$+CJaJ hg=h$+CJOJQJ^JaJh$+CJOJQJ^JaJ h=ph$+CJOJPJQJaJbWcWW\ \p\\\bTTTTTTd$Ifgd$+kd$$IflFL$ ~6  t027    44 lap[0[?[B[\\ \ \K\U\o\\\\\\\]]ܸshUEU8hVF0h$+0JCJaJh$+0JCJOJQJ^JaJ$hVF0h$+0JCJOJQJ^JaJhVF0h$+CJaJ)hVF0h$+B*CJOJQJ^JaJphh$+CJOJQJ^JaJ hxh$+CJOJQJ^JaJ hVF0h$+CJOJQJ^JaJhwkxh$+OJPJQJaJ(h: h$+6B*OJPJQJaJphh$+B*OJPJQJaJph%hwkxh$+B*OJPJQJaJph\\]@]]bTTTd$Ifgd$+kd=$$IflFL$ ~6  t027    44 lap]?]@]]]]]]]]]]]^/_0_N_P_Q_U_X_o_p_q_Z`[`_`b`r`s`x`y``waxaп|oпXП|oП|oП-hxh$+B*CJOJPJQJ^JaJphhVF0h$+0JCJaJh$+0JCJOJQJ^JaJ$hVF0h$+0JCJOJQJ^JaJhVF0h$+CJaJ)hVF0h$+B*CJOJQJ^JaJph hxh$+CJOJQJ^JaJ hVF0h$+CJOJQJ^JaJ hVF0h$+CJOJPJQJaJh$+CJOJPJQJaJ"]]]]O_P_bTTTTd$Ifgd$+kd$$IflFL$ ~6  t027    44 lapP_Q_p_q_Y`Z`bTTTTd$Ifgd$+kd$$IflFL$ ~6  t027    44 lapZ`[`s`y`vawabTTTTd$Ifgd$+kdV$$IflFL$ ~6  t027    44 lapwaxaaa}b~bbTTTTd$Ifgd$+kd $$IflFL$ ~6  t027    44 lapxa|aaaaaa~bbbbbcce#e$e%e+eBeCeffgggggeh±„seT± hVTh$+CJOJQJ^JaJh$+CJOJQJ^JaJ hxh$+CJOJQJ^JaJ hxh$+CJOJPJQJaJhVF0h$+CJaJ hVF0h$+CJOJQJ^JaJ hVF0h$+CJOJPJQJaJh$+CJOJPJQJaJhVF0h$+0JCJaJh$+0JCJOJQJ^JaJ$hVF0h$+0JCJOJQJ^JaJ~bbbbbccdd$ebTTTTTTTTd$Ifgd$+kd $$IflFL$ ~6  t027    44 lap $e%eCefgg`RRRRd$Ifgd$+kdo!$$Ifl1FL$ ~6  t027    44 lapggghhhbTTTTd$Ifgd$+kd&"$$IflFL$ ~6  t027    44 lapehphhhhhhh ii8i9i:iOiPi[i\iiпmUmBm1 hxh$+CJOJQJ^JaJ$h"Eh$+0JCJOJPJQJaJ/j#hH=h$+CJOJPJQJUaJ#jh$+CJOJPJQJUaJh$+CJOJPJQJaJ' *hVF0h$+0JCJOJQJ^JaJ$hxh$+0JCJOJQJ^JaJhVF0h$+CJaJ hVF0h$+CJOJQJ^JaJ hVF0h$+CJOJPJQJaJh$+CJOJPJQJaJ h8Hh$+CJOJPJQJaJhhhh\iibTTTTd$Ifgd$+kd"$$IflFL$ ~6  t027    44 lapiiiiiiiiiiiiiiijjjjLjSjyjzj{j|jѾxtxtxtxtdWdWdLHhuK1h ;huK1mH sH huK15CJOJQJ^Jh{yhuK15CJOJQJ^Jh}B3jh}B3U hxh$+CJOJQJ^JaJh$+CJOJQJ^JaJ hVF0h$+CJOJPJQJaJh$+CJOJPJQJaJ$hxh$+0JCJOJQJ^JaJ h[qh$+CJOJQJ^JaJhVF0h$+CJaJ# *hVF0h$+CJOJQJ^JaJiiiiibTTTd$Ifgd$+kd7$$$IflFL$ ~6  t027    44 lapiiiiiiijjjb`V`V`V`V dgd$+kd$$$IflFL$ ~6  t027    44 lap jjzj{j|jjjjjjj3k4k5k6k7kgd$+gd$+ $h]ha$gd$+ +&#$gd$+h]hgd$+ &`#$gd$+$a$gd$+|j}jjjjjjjjjjjjjjjjjjjjk k'k3k4k5k6k7k뿲맜hVF0h$+CJaJh}B3 hqhuK1huK15CJOJQJ^Jh{yhuK15CJOJQJ^Jh|cmHnHujhuK1Uh|c0JmHnHuhuK1 huK10JjhuK10JU51h0:p$+= /!"#$`% $$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l$ t0275 55ap$$If!vh#v #v#v:V lM t0275 55ap$$If!vh#v #v#v:V lM t0275 55apDyK yK `http://deanza.fhda.edu/ir/AwardsbyDivision.html$$If!vh#v #v#v:V l t0275 55apDyK yK `http://deanza.fhda.edu/ir/AwardsbyDivision.html$$If!vh#v #v#v:V l t0275 55apDyK yK `http://deanza.fhda.edu/ir/AwardsbyDivision.html$$If!vh#v #v#v:V l; t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55apDyK yK jhttp://deanza.edu/gov/IPBT/program_review_files.html$$If!vh#v #v#v:V l t0275 55apDyK yK http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf$$If!vh#v #v#v:V l t0275 55apDyK yK jhttp://deanza.edu/gov/IPBT/program_review_files.html$$If!vh#v #v#v:V l t0275 55apDyK yK http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf$$If!vh#v #v#v:V l t0275 55apDyK yK http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf$$If!vh#v #v#v:V l t0275 55apDyK yK http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l1 t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55apDyK yK :mailto:norteedmundo@fhda.edu$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap666666666vvvvvvvvv6666>666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666666866666662 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[$\$CJOJ PJQJ aJ4o4 |af_outputlabeld@d | Medium Grid 1 - Accent 2 ^m$ OJ PJQJ J@"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$1B*CJOJ PJ QJ ^J _HaJmH phsH tH PK!pO[Content_Types].xmlj0Eжr(΢]yl#!MB;.n̨̽\A1&ҫ QWKvUbOX#&1`RT9<l#$>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]# 7c ==@m G%`*/D13<@GCGK SV[]xaehi|j7k69=?AEGIKLOQSUXZ\`eikmrvx|V =W?Zw'a**02[7<@C_FHDJKMMTNPQeSUUbW\]P_Z`wa~b$eghiij7k78:;<>@BCDFHJMNPRTVWY[]^_abcdfghjlnopqstuwyz{ G w Y  k!!0"'(Q()%*l*d22378I8 a9aOa7cXXXXXXXXXXX@!! t8@0(  B S  ? _Hlt377568564 _Hlt377568625 _Hlt377839924 _Hlt377839925 _Hlt377568552 _Hlt377568530 _Hlt377568531 _Hlt377569715 _Hlt377569716 _Hlt377840063 _Hlt377838871 _Hlt377839805 _Hlt377839806 _Hlt377839098 _Hlt377839198 _Hlt377839199 _Hlt377839889 _Hlt377839237 _Hlt377568769 _Hlt377568770 _Hlt377569263 _Hlt377569264 _Hlt377569276 _Hlt377569277 _Hlt377569029 _Hlt377569030 _Hlt377839302 _Hlt377839303 _Hlt377569247 _Hlt377569248 _Hlt377839390 _Hlt377839391^ c j j !A(A(4*7*:*:*22222222 8 8A8A88c@@@@@@@@@ @ @ @ @ @@@@@@@@@@@@@@@@@@@_ d k k !B(B(5*8*;*;*22222222 8 8B8B88cY`7;<?   x Y  !1"'R(H5O5q:s:=AHAWW aPaaaaaaabbbb|bbbbbb5c8c@ECJ   } ; > X[sv!!1"3"#>$>+@2@BBHHSIVIMNTUKWNWZZp`s`|``aaaaabbbb5c8c:::::::::::::::::::::::::::::\7n*t >CJ5,W\Q8E"ppK,{.PW ^`OJQJo( 8^8`OJQJo(^`OJ QJ ^Jo(o  p^ `OJ QJ o(  @ ^ `OJ QJ o( x^x`OJQJo(H^H`OJ QJ ^Jo(o ^`OJ QJ o( ^`OJ QJ o(l^l`OJ PJQJ ^Jo(<^<`OJ QJ o(hHo ^ `OJ QJ o(hH ^ `OJQJo(hH ^ `OJ QJ o(hHo|^|`OJ QJ o(hHL^L`OJQJo(hH^`OJ QJ o(hHo^`OJ QJ o(hH 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{.PpKt -                 NZ                 V        ruK1}B3H>(DJ8JvM|c=p (NW$+v<aa@H}7cx@UnknownG*Ax Times New Roman5Symbol3 *Cx ArialQBaskerville Old Face?cBaskervilleG5 jMS Mincho-3 fg9Palatino7@Cambria5 Geneva3Times7@ CalibriC  PLucida Grande? *Cx Courier New;WingdingsA$BCambria Math hD%D%!GYS 2YS 224aa!K#qHP $P'|2!xx ,Coleen Olga Evert$       Oh+'0t  $ 0 < HT\dl'Coleen Normal.dotm Olga Evert2Microsoft Macintosh Word@F#@F@k@k YS ՜.+,D՜.+,0 hp  'FUJITSU2a  Title0 8@ _PID_HLINKS'AB7mailto:norteedmundo@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[\]^_`abcdefghijklmnopqrstuvwxyz{|}Root Entry F21kData ~%1Table6:WordDocument7SummaryInformation(DocumentSummaryInformation8CompObj` F Microsoft Word 97-2004 DocumentNB6WWord.Document.8