邢唷��>� ��欹�摿 ��由bjbj�� 7Le�e�斃>�� ttttt��8��\t��1��4��.�4� �1111111,�4�G7JD1t�!��!�!D1%tt��Y1%%%�!�t�t�1%�!1%%��/h�0�� f�f��#�.01o10�1>0��7%�7 �0%t�0$�!�!�!D1D1%�!�!�!�1��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: MusicI.A Program Mission Statement:The 爱豆传媒 College Music Department strives to provide an excellent comprehensive music program to a diverse community of students and to do so in a way that is both congruent with fine baccalaureate programs (therefore supporting transfer to colleges, universities, and conservatories) and attractive to all students regardless of musical background or interest. With five full time and approximately ten or fewer part time faculty members, the department serves over 2000* students with courses and events for those majoring in music as well as those who are undecided, taking music courses as electives or general education requirements, and life long learners. * Based on 搖nduplicated head count.� 揈nrollment� is over 3000.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/TechnicalBasic 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:FourIf 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 populationsAssessing the relative growth or decline in the number of students from various 搕argeted populations� is a very complex task, particularly given overall trends in the number of music department class sections offered (namely a significant decline in their number), an overall decrease in the number of music students, and the small numbers of some targeted student groups. For example, small cohorts of Native American, Pacific Islander, and African American students mean that a difference of a few students produces a large percentage change in the parameter being measured. In addition, some groups that are recently represented by smaller actual numbers of students constitute a larger percentage of the reduced total number of music students. Between the first and third of the three years for which data was provided, the overall numbers of students in almost every group decreased or, in a few cases, remained approximately constant. However, this was during a period when the college instituted a major 揹ownsizing� of the music department though elimination of class sections and other means: sections were reduced by 12% (an overall 32% reduction from the 2008-09 level!), enrollment by 16% (20% reduction from 2009-10), unduplicated headcount by 15%. Against that extraordinary backdrop it is no surprise that the number of students comprising various subsets of the whole also declined. The only 搕argeted� groups that were slightly larger in the third year were Latino/a students (from 405 to 415) and African American students (from 58 to 60).Briefly, address student success data relative to your program growth or decline in targeted populations (Latina/o, African Ancestry, Pacific Islander, Filipino) refer to the sites: (Program reviews 2008-09 through 2012-13 available at: HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html )II.A.2 Trends in equity gap:Success rates of students overall in the music department have generally declined during the previous two academic years from levels before that time, with the largest change in the third year. This has affected virtually all groups, both 搕argeted� and 搉on-targeted." A simple generalization is that music department performance had been largely similar to that across the college, but by the third year of this review it fell relative to college trends as measured in a variety of ways. During the three years for which data is provided, success rates among all music students were 76%, then 75%, and finally 72%. (The overall college trend during this period was 76%, 76%, 75%, or constant for two years with a small decline in the third.) During the same period, success rates for 搕argeted� students in music were 67%, 65%, and 61%. (College-wide average success rates for 搕argeted� students were 67%, 68%, and 68%.) Success rates for 搉on-targeted� students in music classes were 79%, 79%, and 77%. (College wide 搉on-targeted� student success rates were 79%, 79%, and 79%.) In all three cases, note that the department rate in the first year was the same as the college rate, but by the third year it had fallen below the college rate. In short, this means that the overall equity gap among students in music classes has grown, during a period when it remained very close to constant at the rest of the college. We have some thoughts about the possible causes and remedies that we will address in this document. 1. We are concerned about an overall decline in success rates for all students in the music program. 2. We are concerned in particular about the lower and widely fluctuating success rates of African American students, which went up and down over a 13% range during the period, reaching a high of 61% in one year and dropping to only 48% during the most recent report year. While it seems reasonable to consider the possibility that the 48% rate could be a one-time outlier, given the small sample, the wide annual variation in success rates, and a similar though smaller trend in the division reports, the general trend of lower success rates is certainly significant. 3. We are concerned about the decrease during the most recently reported year in success rates to 63% among Latino/a students, who comprise a large and growing cohort among music students. Until that year it had been generally in the mid to upper 60% range, generally increasing, and reaching a high of 70% before the recent decline. These observations raise the question of,� What has changed in the music department?� The answer to the question of why this has occurred (or, more specifically, why these things have occurred) is multi-faceted and we do not believe that we have all of the information necessary to provide a complete or certain answer. We think that it is important to consider at least three factors, and given the change in success rates overall in the latest year, to list what has changed. 1. In the general sense, we presume that the explanations include things over which we have responsibility and control as faculty members. These issues are addressed in more detail elsewhere in the program review. 2. We think it is probable, and perhaps was even predictable, that changes having their source in college and other large-scale decisions have impacted and will continue to impact the chances for success among our music students. Among the very significant things that have changed are the following: a. Full time faculty numbers have decreased by 1/3 and the college has chosen to not replace them at this time. b. Overall FTEF in music has decreased from a high in the range of 10 to below 7 this year, a reduction in the 30% range. c. The percentage of music courses taught by part-time faculty has increased significantly and now is in the neighborhood of 50%. d. The number (and diversity) of course sections has plummeted from a recent high of roughly 230 to fewer than 160 last year, and the decline continues. Policies of early class cancellation, in many cases of classes that would make minimum enrollments by the start of the term, and then permanently 搕aking back� this FTEF from the department amplify and worsen this cycle and have interfered with the department抯 ability to recover. (There have been many instances in which a class was cancelled long before the start of the term because someone felt there was a possibility that the class might not reach minimum seat count, after which the FTEF from that course was permanently taken away from the music department.) This is the proverbial 揺lephant in the room�: The music program has been diminished in a wide range of ways that must necessarily have significant negative effects on our students and their opportunities for success. The evidence in the last year is seen in lower success rates for all students taking music classes, and the effect is amplified for students in targeted groups. We believe that it is absolutely critical that the college recognize and acknowledge that decisions about budgeting, scheduling, and staffing in the music program have had and will continue to have significant negative effects on the success of our students and that these negative effects will be worse for students in 搕argeted groups� who are already challenged in other ways. 3. We think it is worth analyzing the meaning of the observation that success rates among the smaller targeted groups vary significantly from year to year. Why is this? What does it suggest about strategies for addressing low success rates?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 music department was making steady progress towards improving success rates for all students and toward diminishing the gap between success of targeted and non targeted groups, as addressed in our previous program reviews, and was essentially performing at levels typical of the college as a whole. This positive trend continued into the early portions of the three-year period for which data was provided for the current comprehensive program review. However, that progress stagnated and then reversed in the most recent year. We address factors that we believe are related to this change elsewhere in this report. To summarize some of them here, they include: 1. Factors that faculty can address individually and as a department by means of their approaches to teaching, identifying and assisting students facing academic challenges, and more. 2. The significantly negative effects on student success, amplified for targeted student groups, of major negative trends in institutional support for the music program as measured by FTEF, part time to full time faculty ratio, number of sections offered, and less tangibly by the institution of enrollment and scheduling policies that force the department into a sort of downward spiral by means of early cancellation of classes that would likely make, followed by a permanent 搕ake back� of music department FTEF from those classes.What progress or achievement has the program made relative to the plans stated in your program抯 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%Program success rate is above 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 department抯 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%With one important recent exception, success rates by targeted student groups are above 60%. During the final year of the three-year data sequence, success rates for African American students are reported to have dropped to 48%. The reported success rates in the department for African American students have varied over a huge range during the past half dozen years, from last year抯 low of 48% to a previous year抯 high of 67%. Regardless of any single year抯 figure, we believe that achieving higher success rates among African American students is a very important concern. We believe that meaningful responses to the issue may be considered in four areas. I. In the general sense, we presume that the explanations include things over which we have responsibility and control as faculty members. We have worked to address these and we intend to continue to do so. Until the past year the music department was making steady progress and success rates and trends among targeted and non-targeted groups often seemed congruent with similar rates measured for the Creative Arts Division and for the college as a whole, generally improved for all targeted groups, and were moving in the direction of a smaller 揼ap.� Music department faculty are highly conscious of the need to ensure that all students have every opportunity for success and that we work to minimize and overcome the range of issues that often interfere with student success. This is a regular subject for careful discussion at every department meeting and frequently during informal meetings among music faculty members. For example, those among us who teach the general education classes regularly share strategies for engaging and helping students who find our courses challenging. We discuss factors affecting the success of individual students who are in several of our classes, and we employ specific strategies to encourage and assist them. In our ongoing work to try to develop concrete and effective strategies that will improve student success, two of our full time faculty members are participants in the development of a division/department equity plan. II. To the extent that the surprisingly low success levels among African American students in that 2012-13 year might become part of a pattern rather than a one-year outlier (which we will only know with one more year of data梐lso see section II.A.1), department faculty may need assistance in understanding the issues, determining more effective strategies to address them, and it may be very important to find ways to provide specific institutional support to programs targeting the success of African American students enrolling in Music courses. III. The predictable and undeniable results of ongoing deep reductions to Music full-time FTEF, reductions to overall department FTEF, the increasing percentage of part-time faculty teaching music classes, the serious and ongoing reductions in the breadth and availability of music classes include exactly the sort of decrease in student success rates that we see among all student and especially among students who face greater academic challenges. It is critical to keep this realization at the forefront as the institution considers the effects of changes to program staffing, scheduling, and funding. IV. As described elsewhere in this review, we note that we are unable to address the issue of increasing diversity among music faculty while the overall FTEF continues be restricted, full time faculty positions are not replaced, and there are few or no opportunities to diversify the part time music faculty.In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60%� HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf Are success rates by ethnicity at or above 60%, if not, what are the department抯 plans to bring the success rates of the ethnic group(s) up to this level?II. A.4.c.Resources needed to reach institutional standardElsewhere in this program review we have addressed some of the things that the music faculty can and will focus on. In terms of 搑esources needed,� we identify two: 1. If it turns out that the recent single year very low success rates for African American students indicate the start of a pattern reversing earlier improvements in closing the gap, the department faculty will need help in developing effective strategies to address such a critical issue. This help could come in forms including assistance from campus experts on student success, support for faculty participation in workshops and conferences, support programs specifically designed for and focused on targeted students taking music classes, and perhaps others. 2. Since the effects of seriously diminished institutional support for the music program and, more significantly, the success of students enrolled in music classes are undeniable, it is critical that the college carefully take steps to ensure that the program is properly funded and staffed in ways that stop and reverse these negative and harmful effects on the success of music students.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:We cannot make sense of the prompt included above. (揃riefly address the overall enrollment growth or decline of a comparison between all student populations and their success�?) We will assume that the goal is for us to offer an assessment of changes in the overall number of students in the program. As a result of college decisions during a period of serious budgetary challenges, deep and ongoing cuts have been made to the music program. Over a period of years, we can trace the following trends and more: � FTEF has been reduced from about 10 FTEF in 2008-09 to 7.6 FTEF in 2012-13 and below 7 FTEF in the current year, an overall decrease of 30% or more. � The number of course sections decreased dramatically. In 2007-08 and 2008-09 there were approximately 230 music sections. In 2012-13 there were fewer than 160, a decrease of greater than 30%, and we believe that the number of sections is even smaller this year. Policies such as early cancellation of sections that would 搈ake� by the start of the term梠ften based on guesses about first day enrollment梐nd the subsequent permanent 搕ake away� of the FTEF from cancelled sections have exacerbated the problem in many ways and continue to hamstring the department as it tries to compensate. � The number of students served by the music program has declined from a 2009-10 high of roughly 3800 to about 3,000 in 2012-13, a roughly 22% value. Many factors can affect the enrollment levels and other measures of the success of a program. We believe that there is convincing evidence that among the most significant factors at work here are strategies and decisions that have the predictable effect of pushing the music program into a downward spiral from which a successful escape becomes increasingly difficult. At the same time, we see similar though overall less horrifying trends in the reports for the Creative Arts Division as a whole, where all 揺nrollment trends� are reported to be on serious downward trajectories. The same holds true for 搇oad� trends in the recent report.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 As a result of college decisions during a period of serious budgetary challenges, deep and ongoing cuts have been made to the music program. Over a period of years, we can trace the following trends and more: � FTEF has been reduced from about 10 FTEF in 2008-09 to 7.6 FTEF in 2012-13 and below 7 FTEF in the current year, an overall decrease of 30% or more. � The number of course sections decreased dramatically. In 2007-08 and 2008-09 there were approximately 230 music sections. In 2012-13 there were fewer than 160, a decrease of greater than 30%, and we believe that the number of sections is even smaller this year. Policies such as early cancellation of sections that would 搈ake� by the start of the term梠ften based on guesses about first day enrollment梐nd the subsequent permanent 搕ake away� of the FTEF from cancelled sections have exacerbated the problem in many ways and continue to hamstring the department as it tries to compensate. � The number of students served by the music program has declined from a 2009-10 high of roughly 3800 to about 3,000 in 2012-13, a roughly 22% value. Many factors can affect the enrollment levels and other measures of the success of a program. We believe that there is convincing evidence that among the most significant factors at work here are strategies and decisions that have the predictable effect of pushing the music program into a downward spiral from which a successful escape becomes increasingly difficult. At the same time, we see similar though overall less horrifying trends in the reports for the Creative Arts Division as a whole, where all 揺nrollment trends� are reported to be on serious downward trajectories. The same holds true for 搇oad� trends in the recent report. 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.) There are several factors in this area that have an impact. I. Fee increases for students continue. This affects overall institutional enrollment levels, as we have seen as the college/district struggle with declining enrollment. This has a more significant effect on a few of the courses offered in arts programs, though it must be pointed out that the effect is no different in music than elsewhere for many courses that are designed for music transfer students and for other students taking classes to fulfill graduation and transfer requirements. II. Repeatability regulations have changed, and more than once, in recent years. The effect was chilling at the point where some were calling for no repeatability of community college courses, but more recent changes that reasonably expect students to repeat courses that are normally repeated in the lower division at four year institutions have diminished the problem to some extent. In the former case, music programs statewide feared for all of their performance classes, which are an integral part of preparation for transfer in the major, among other things. The regulations now allow students to enroll in these courses in a more normal pattern, though there is still a significant number of students who are caught between success in one class and being sufficiently prepared to continue on to another. III. Associate Degree for Transfer developments have changed the course patterns that those students limiting their transfer options to CSU programs may follow, and we have done significant work to bring our program in line with the new patterns. Four-year music major programs require students to include individual instruction as part of their lower and upper division programs. We have developed a solution that is in line with what is done at other similar colleges, we are close to completing the curriculum review process, and only administrative approval remains. IV. College budget decisions have had a destructive effect on the music department, and on other performing arts programs (as evidences by three-year data for the Creative Arts Division). Continuing on the current path endangers the viability of the music program, and its role in providing a historically central and critical component of a healthy and whole academic experience for all students.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 揗ain Areas of Improvement�� The department has continued to diversify offerings in the general education area with the addition of new versions of the Music 1 Introduction to Music classes. These include Music 1D: Rock and Roll and Music 1E: Intro to Music of Latin America and the Caribbean. � The department is working with the Office Outreach and Relations with Schools to participate in outreach and recruitment efforts at local schools. � Recently the department began the process of improving the scheduling of Music 1 courses and has begun to reschedule these classes in ways that are likely to better satisfy student needs and enhance enrollment. � A new acoustic guitar course starts next year, and as a 搉on-classical� class it is expected to draw a wider range of students. � Music faculty have modified and updated curriculum to meet the requirements of the new of ADT curriculum, aligning music major courses with the requirements of transfer institutions and thereby supporting successful transfer to the music major programs and four-year institutions. � The department is now meeting much more frequently and much more collegially than in the past, and increasingly doing collaborative work. � The department has made very good progress on SLO/PLO work, and was recently singled out for special praise by SLO coordinator Mary Pape.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 Summary100%Give the percentage of Program Level Outcome statements assessed to date. Run report entitled 揦XX 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 assessmentMusic degree PLO 2: Demonstrate proficiency in music literacy in all historical periods, ear training and keyboard harmony equivalent to nationwide lower division curriculum standards Enhancement: In order to bring the Music AA degree at 爱豆传媒 into closer alignment with national and regional lower division curriculum standards the faculty has drafted and submitted all necessary paperwork for the ADT in music. This new degree program and required curriculum are pending approval. This enhancement was chosen because it reflects years of proactive effort by the Music Department to improve student success by adopting the curriculum of the ADT.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 揘ONE�.III.B.1 SLOAC SummaryDepartment calculation .96%. Tracdat: 82%. Discrepancy is explained by faculty redundantly beginning SLO work that had already been completed in ECMS. Department records show all but 2 active courses with all SLOACs complete. These are Music 69B, 69C. To be completed by end of April 2014Give the percentage of Student Level Outcome statements assessed to date. Run report entitled 揅IS 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 assessmentCourse: Music 1A SLO statement: student will employ a basic vocabulary of common music terms to describe observations of recorded and live music. Enhancement: Regarding Listening Assignments and attention to obtaining, using and engaging the recorded music component of required course materials: Some checks on whether or not students have these materials during week one are useful and seem to have decreased the number of students without these materials. Allowing students to use the previous edition of the text and recordings has somewhat lowered cost barriers This enhancement has been chosen since Music 1A is a class that generally has four or more sections each quarter, and is taught by several full-time faculty members, with a commonality of assignments and textbooks among many of the sections. Physically checking that students are have, and are able to obtain, materials for the course creates a greater level of engagement with students and facilitates intervention by the instructor to assess the reasons that students do not have the necessary materials.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 揘ONE�.IV. A Budget TrendsThe continuing budget reductions have come at the expense of course offerings since other aspects of the Music department budget are either so minimal or necessary to function at any level. Funds have been redistributed but amounts are essentially the same. There is a range of examples of the effects of this trend including putting off necessary and scheduled updates of facilities and equipment, pressure to shift course offerings away from core music program classes and more toward large GE and similar classes, inability to fund the acquisition of sheet music, no periodic and incremental update/replacement/servicing of instruments, continuing insufficient staff support. Very recently the college determined that 搈aterials fees� could no longer be collected and used to fund the provision of some student classroom materials. A significant number of music courses have relied on materials fees to cover costs of critical printing and other student needs, and there is some urgency about providing alternative funding for these critical materials.Assess the impact of external or internal funding trends upon the program and/or its ability to serve its students. If you don抰 work with Budget, please ask your Division Dean to give you the information. IV.B Enrollment TrendsEnrollment trends have been extensively addressed elsewhere in this program review document. (See, for example, sections II.A, II.B, and others.) The causes and effects of these trends are also discussed in some depth elsewhere in this document. (See, for example, sections I, II, IV, V, and others.) While college enrollment was comparatively unchanged over the three-year period for which data was provided, enrollment in the music program began at very high levels and ended at much lower levels. In addition to statewide enrollment trends, decisions at the college have decreased the number of sections offered by means of interlocking policies of early class cancellation and removal of FTEF for those classes, creating a self-reinforcing cycle leading to diminished resources for music students. Predictably, we now begin to see the impact of this on the success of all students, including music majors and non-majors, and both targeted and non-targeted groups. Members of the music faculty often wonder why it is that even in these difficult budgetary times, 爱豆传媒 College seems to be an exception to the norm among similar colleges when it comes to support for the performing arts programs in general and for music programs specifically.Assess the impact of external or internal funding changes upon the program抯 enrollment and/or its ability to serve its students. If you don抰 work with Enrollment Trends, please ask your Division Dean to give you the information.V. A.1 -Faculty Position NeededReplace due to vacancyA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyV. A.2 Justification for Faculty/Staff Positions:Faculty Position Justifications Justification information for individual positions follows. But first there are several general points to be made about replacing music faculty positions that are vacant due to retirements. 1. A viable music department program relies on the contributions of faculty members whose expertise spans the range of critical sub-disciplines of music. Among the most critical are large performing ensembles and keyboard skills and performance. 2. When vacant full time music faculty positions are not filled we rely increasingly on part-time faculty. While qualified part-time faculty can perform excellent classroom teaching, they are not effective at meeting the other needs of students, which include advice about career and academic direction, assistance outside of class with assignments, departmental work, and more. The correlation with the significant decline in full time faculty, increasing reliance on part-time faculty, and the static and subsequent declining success rates among music students, and particularly among some in the targeted groups, is striking. 3. The music faculty are increasingly concerned that failure to replace positions vacated due to retirement frustrates the important goal of diversifying the makeup of the music faculty, which seems even more critical in light of concerns regarding the success of targeted student groups. Music Instructor: Director of Instrumental Ensembles Justification: The second largest department in the Creative Arts division is the Music Department. Each quarter, the Music Department enrollment has averaged 1,000 students. Since the opening of 爱豆传媒 College in 1967, the Bands, Jazz Ensembles, and Orchestra have displayed a high level of excellence that is known nationwide and have attracted many talented students. The ability to recruit and retain students is based on hiring full time faculty to direct two of the instrumental performing ensembles and provide leadership and budget oversight for all three aforementioned performing groups. We are looking for a candidate who has a dynamic vision for the revitalization and expansion of our instrumental ensembles. This fulltime faculty position is necessary to provide in addition to excellent teaching skills, oversight of the instrumental inventory and repair, library, and lockers housed in the A3 building. To recruit students to our outstanding Music Department and provide the best performance education for transferring students who are Music majors, we are requesting this retirement position to be filled at this time. Failure to fill this position would result in: With the retirement of full time faculty member in Music/Band and Jazz, Robert Farrington in 2014 the Music Department will find it increasingly difficult to sustain adequate instrumentation/enrollment in two performing ensembles. While two excellent and qualified part time faculty have been directing the three instrumental groups over the past several years, a full time faculty member will more effectively recruit on-campus students and network with local high school 揻eeder� programs. In addition, a full time faculty member will also be able to increase the number of critical performance experiences for students on campus at 爱豆传媒, in the community, and at statewide, adjudicated music festivals. Music Instructor/Piano and Theory Justification: The second largest department in the Creative Arts Division is the Music Department. The Music Department is composed of several distinct instrumental areas and core to the program of the study of Music is Piano and Theory. Each quarter the Music Department enrollment averages 1,000 students. The ability to attract and retain students is based on the continued ability to hire full time faculty to provide leadership and oversight of specific instrumental areas of performance. 爱豆传媒 College is an All Steinway Institution, one of three community colleges in California. This full time faculty position is necessary to provide oversight of the fleet of Steinway pianos including its maintenance. To be able to continue to recruit students to our outstanding Music Department and provide the best performance education for transferring students who are Music majors we are requesting this retirement position be filled at this time. Failure to fill this position would result in: With the retirement of full time faculty member in Music/Piano and Theory, Anna Poklewski in 2012 the Music Department will find it difficult to sustain a performance level piano program for students transferring as Music majors. Several excellent and qualified full time and part time faculty currently teach beginning levels of piano. It is the ability to teach the higher levels of performance piano that is now missing with this retirement. The Music Department /piano position oversaw the Steinway fleet of pianos for the college as well as fundraised all the funding for the continued maintenance of the pianos. Staff Position Justification Music Department Staff Support Position Community college music departments comparable to that at 爱豆传媒 typically have one or more full-time staff assistants, as do other departments in the Creative Arts Division. The 爱豆传媒 music staff position was not replaced following a retirement a decade ago and we currently have only a part-time hourly staff employee piano accompanist who also performs support duties. Staff support is necessary to provide accompanists for classes, manage the music libraries, coordinate and oversee instrument repair and piano tuning, manage and supervise open labs, manage practice room access, and to support use of the Visual and Performing Arts Center. Additional critical details and background concerning this issue are provided elsewhere in this program review. Students in a variety of music department classes (including but limited to Music Fundamentals, Comprehensive Musicianship, Electronic
Music, and various performance courses) are regularly assigned course work that must be completed using department lab facilities. We expect that certain lab-based student learning outcomes will improve with the availability of critical monitored lab time in such courses. We can also provide an assessment of the state of our music libraries and the availability of music to students in courses that require it. Appropriate availability of accompanist in classes in which this is currently limited or missing contributes directly to meeting learning outcomes in those classes.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 NeededReplace due to vacancyA 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 Dean抯 summary. V. A.4 Equipment Request Over $1,000A 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, Quantity1. Locks for A2/A3 practice rooms梟ew. 7 locks for A2, 1 lock for A3. Locks will preferably be FOB-type, which can be easily reprogrammed from quarter to quarter for students who 搑ent� the keys each quarter. Locks with traditional keys are a possible alternative, but must be upgraded from the present configuration� e.g. they should allow access to the practice room when the key is turned, but not leave the door unlocked after the key is used to open it and removed. 2. Audio/multimedia playback system in room A29. The system will permit classroom playback of audio and other media from the system and from laptops and other devices. There was such a system in this room in the past, but when the old system stopped working it was not updated/replaces, so this is now a new request. 3. Jazz practice facility with audio/multimedia playback system.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 Justification1. The practice room locks will be used by students and faculty. The need has been identified as students are leaving rooms unlocked, allowing access by unauthorized people梐 health and safety issue that has been identified previously. Without this equipment, unauthorized students may be able to continue to enter the practice rooms, creating health, safety, and liability issues for the college, and putting expensive equipment at risk for loss or damage 2. The A29 audio/multimedia system will be used by faculty and students during classes. Infrastructure requirements are minimal and mostly already available in the room. They include AC power outlets, network connections. The impact of having no music playback system in the classroom is already significant, as music classes of all types essentially require playback systems. At this point some faculty are improvising by bringing in their personal portable systems, but these are not appropriate or sufficient for ongoing classroom use. Typical lifespan for such a system is between five and ten years. 3. The Jazz practice facility with audio/multimedia playback system will provide students enrolled in classes in jazz performance techniques classes with a lab in which to use practice and drill software. The facility will incorporate audio playback equipment, computer, and 揃and in a Box� software. These courses are major ensemble and applied music courses that are central to the ADT in music and other transfer patterns.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 AugmentationGiven the increased workload of department chairs, and the woefully inadequate compensation for the many hours of work to complete the required tasks ($500/yr!), we request reassigned time for department chairs in Creative Arts. it is estimated that the work done warrants at least .15 FTEF. Faculty are reluctant to continue or begin the chair assignment without some form of increased compensation comparable to work done in other divisions.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: 損lease refer to the Dean抯 summary�.V.B.2 Staff Development NeedsRelative to the 2012-13 year decline in the success rates of African American students, at a time when faculty have taken steps to try to support increased success among students in this target group, if the unusually low success rate for that year are the start of a pattern, department faculty will benefit from assistance in identifying and implementing strategies to reverse such a trend. If it comes to this, these might include: � Tutoring/advising assistant to targeted students � Training for department faculty on methods proven to improve success of targeted students, including assistance from campus resources and attendance at workshops and conferences. Department faculty have already engaged this issue proactively. Two full time music faculty members are serving on the division equity team.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 plansIn some cases the value of the requests is obvious. For example, when it comes to things such as audio/multimedia playback systems in music classrooms we are dealing with fundamental equipment required for teaching music. In the case of the updated practice room locks, the number of incidents of unauthorized persons in the practice rooms can give us some indication, as can the control of damage to practice room equipment. In the case of the staff development proposal outlined above, we would look to show improved success rates among students who are members of targeted groups.How do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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