ࡱ>  bjbj 7ee}|> ttttt8C 4  >,FDZ#!#!#!%C%%%#!>%#!>%%6>@h#*?*C0C?I%I<@%t@8#!#!#!lClC%#!#!#!CI#!#!#!#!#!#!#!#!#! ::    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: SpanishI.A Program Mission Statement:To offer introductory and intermediate level curriculum on the language and cultures/contributions of Spanish-speaking world areas, with focus on developing accuracy and fluency in (oral/written/culturally appropriate) communication skills, as established by ACTFL (American Council on the Teaching of Foreign Languages). The program strives to serve transfer students, those who wish to fulfill career objectives, and those who wish to deepen a sense of functionality and/or belonging within Spanish-speaking communities.You may create a new one or copy from your 2008-09 comprehensive program review.I.A What is the primary mission of your program?TransferBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Choose a secondary mission of your program.Career/Technical, Personal EnrichmentBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement AwardedIf applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to:  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your programI.B.1 Number Certif of Achievement-Advanced awarded:If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html leave blank if not applicable to your programI.B.1 Number AA and/or AS Degrees awarded:If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html leave blank if not applicable to your programI.B.2a Academic Services and LR: # Faculty ServedOnly for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Student ServedOnly for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Staff Served Only for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programII.A.1-Growth and Decline of targeted student populationsThere is a decrease in the actual number of enrolled students in ALL targeted student populations, and this is also observed among Caucasian students. In terms of percentage, the following ranking (from highest to lowest representation) remained the same from 2011-2012 to 2012-2013: Latino, Asian, White, {African American / Filipi;no}, {Native American / Pacific Islander}. Percentage-wise the representation went up for Latinos (29% to 33%) and African Americans (4% to 6%), and slightly down for Asians (27% to 25%), Filipinos (6% to 5%), and Pacific Islanders (1% to 0%, but note that there are 6 enrolled students in this group). The percentage rate stayed the same for Native Americans (1%). For comparison purposes, the percentage for the White student population went slightly down (from 25% to 24%). Also for comparison purposes, the at the division level, the most represented targeted group is Asian (42%), followed by Latino (23%). 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:The overall success rate for all students is 73% in 2012-2013; for targeted students, it is 68% and for non-targeted students, 77% In the Spanish Dept, the overall equity gap (success rate of targeted vs. not targeted populations) has doubled, from 4% (2011-2012) to 9% (2012-2013), reverting back to where it was in 2010-2011. These rates are still very low compared to the divisions, where the equity gap increased from 14% to 18%, also reverting back to where it was in 2010-2011. Looking at individual ethnic groups, one sees a decrease in success rate even among Asians (83% vs. 76%) and Whites (79% vs. 78%). Latinos experienced a 10% decrease in success rate (79% vs. 69%); and so did Filipinos with a 6% decrease (78% vs. 72%). On the other hand, there was an increase in success rate among African Americans (52% to 57%), Pacific Islanders (50% to 67%) and Native Americans (67% to 86%). The ranking (from highest to lowest) of success rates by percentage has been shifted as follows: 2011-2012 (Asian, White/Latino, Filipino, Native American, African American, Pacific Islander) vs. 2012-2013 (Native American, White, Asian, Filipino, Latino, Pacific Islander, African American). In terms of retention rates, the ranking is as follows: Native American (93%), Filipino (90%), Asian/White (89%), Latino (87%), African American (83%), Pacific Islander (66%). As for non-success rates, the ranking is as follows: African American (26%), Latino (18%), Filipino (17%), Asian (14%), White (11%), Native American (7%). 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:When comparing departmental success statistics for all targeted populations to the corresponding division figures, the Spanish Dept has a lead in closing the equity gap: in 2012-2013 a slightly higher success rate (68% vs. 63%), a lower non-success rate (19% vs. 22%), and a slightly lower withdrawal rate (13%. vs. 15%). However, compared to 2011-2012, overall success rates for targeted groups have decreased both at division and department levels (by 8% for dept vs. by 4% for division), non-success rates have increased (by 6% for the dept vs. by 4% for division), and withdrawal rates have decreased by 1% in both the division and the department. In this sense, the division has fared better over the two year span. Breaking down the comparison by target group, and in comparison to last 2011-2012, the Spanish Dept shows a 5% increase in the success rate of African Americans (the division level shows a 2% decrease) but a 10% decline in success among Latinos (c.f., 5% division decrease in success from last year). For Latinos, though, the departmental success rate is 7% higher than the division (69% vs. 62%). As for Filipinos, the success rate in the Spanish Dept decreased by 6% (78% vs. 72%) and for the division by 3% (77% vs. 74%). For African Americans, the success rate is also slightly higher (by 3%) within the Spanish Dept (57%) than at the division level (54%). In turn, for Filipinos the divisions success rate is slightly higher(by 2%) than the departments (72%). As for progress made since 2008-2009 to close the equity gap, the Spanish Dept reports: (1) Since being hired FT in fall 2012, Rubn Abrica-Carrasco holds a split-teaching position in Spanish and Latino / Chicano Studies, and serves as a bridge for Latino students to enroll in Spanish classes. In addition, the Spanish Dept continues: (2) to have ties and collaboration with the LEAD Program, which attracts Latinos to Spanish courses; (3) to mentor students of targeted populations through informal, one-on-one interactions with our FT and PT faculty, who represent a variety of age, country of origin, and cultural backgrounds; (4) to infuse the Spanish curriculum with validation of targeted groups (African, indigenous, Filipino) as contributors in shaping the cultures of the various Spanish-speaking countries (including the U.S.) (5) to have multiple copies of our textbook on Library Reserve, with instructors also loaning their personal copies to students and/or providing textbook materials in digital format for weeks 1-3 of the quarter; (6) to send and post materials using accessible, free of charge services and sites such as email, Course Studio, Catalyst. (7) to create Course Readers as cost effective alternatives to adopting a textbook for the second year series (SPAN 4-5-6). Finally, the remodeling of the MCC building and all the welcoming, gathering space it provides for LEAD students, APALI students, and other groups (e.g., GLBT students) is an important step towards closing the equity gap.What progress or achievement has the program made relative to the plans stated in your programs 2008 -09 Comprehensive Program Review, Section III.B, towards decreasing the student equity gap? See IPBT website for past program review documentation:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html If a rationale for your strategies was not stated in the 2008-2009 CPR, then briefly explain now. II. A.4.a.Plan if success rate of program is below 60%N/A The programs overall success rate is 73%. 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 only ethnic group with a success rate below 60% is African Americans. Their success rate was 60% in 2011-2012, and it dropped to 52% in 2011-2012. It is now at 57%, which is a good sign., especially if compared to the IIS divisions rates of 55%, 56%, 54% over the last three years. Withdrawal rates have decreased for African American students in the Spanish Program over the last three years (24%, 22%, 17%). , and their non-success rate (26%) hasnt changed since 2011-2012 (c.f., it was lower in 2010-2011 (16%). African American students in the Spanish Program (N=76) are only 6% of the targeted ethnic groups. For that reason, it would be feasible to adopt a one-on-one intervention plan initiated by instructors who have African American students in their classes. The Department can work as a team by identifying those students at the beginning of each quarter and by brainstorming on how to approach each student individually at the earliest sign of the student being at risk. It may be too complicated to try to do a whole cohort intervention, due to the diversity of schedules in the student population. For that reason, open the channels of one-on-one communication with the students may be the only appropriate tool. If the African American students at risk are ý athletes, the intervention would also involve the Spanish Dept faculty contacting their academic counselor, Matt Trosper. Finally, the Spanish Dept can informally experiment with a familiamodel that would benefit ALL targeted ethnic groups by assigning students to perform certain tasks together, exchanging contact information among themselves, and learning to look out after one another. This would be more feasible to implement in classes that meet five times per week, though. In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf Are success rates by ethnicity at or above 60%, if not, what are the departments plans to bring the success rates of the ethnic group(s) up to this level?II. A.4.c.Resources needed to reach institutional standardIn order to implement a full-fledged familia model, funding is needed to compensate student mentors and to help African American students (and other targeted ethnic groups) in the purchase of their textbooks.In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf What resources may you need to bring the success rates of the program or ethnic group(s) up to the institutional standard?II.A.5 Overall growth/decline in # students:From 2010-2-11 to 2011-2012, growth/decline in the enrollment rates of the Spanish Dept matched the IIS Divisions (9% and 4%, respectively). Even though in 2011-2012 the department experienced more section reductions (8%) than the division did (5%), departmental productivity (1%) was still higher than the divisions (0%). 2012-2013, however, shows a disturbing gap: the decrease in SPAN sections is double the decrease in the division (c.f., -18.8% vs. 9.8%) Enrollment is obviously affected by the reduction of sections, and the gap between the division and the department is in the same 1:2 ratio: 14.1%, vs. -29.6%, respectively. Last but not least, and understandably, the productivity of the Spanish Dept has plummeted from 1% to -6.1%, compared to the division that went up in productivity from 0$ to 1.2%. The overall success rate of all student populations has gone down in the Spanish Dept since last year: 78% vs. 73%, although it remains comparable to what is observed in the division: 77% vs. 74%. There is an increase of 3% in the departments non-success of students from last year (12% vs. 15%), but these figures are comparable to the divisions 12% vs. 14%. There is a departmental 2% increase in withdrawal rates from last year (10% vs. 12%), but once again, the figures are comparable to the divisions 11% in both years.Briefly address the overall enrollment growth or decline of a comparison between all student populations and their success.II.B Changes imposed by internal/external regulations The Spanish Department has been or will be affected by the following internal/external regulations: Significant reductions in course offerings since 2012 as a response to budget cuts and the enforcement of early cancellation cut-off dates for courses that would otherwise acquire more vigorous enrollment during weeks 1-2 of each quarter. The Dept has gone from offering 75 sections in AY 2010-2011, to 69 in 2011-2012 (-8%) to 56 in 2012-2013 (-18.8%). Summer 2014 would be the third year in a row that the two-week intensive versions of SPAN 1, SPAN 2, and SPAN 3 are not offered. Spanish for the Medical Professions series (SPAN 110A-B-C) and the wo-year conversation course series (SPAN 60ABC & SPAN 61ABC) have now been eliminated from the course catalog, effective 2015. Less frequent offerings of second year series SPAN 4-5-6 Since summer 2012, the state-mandated enforcement of prerequisite courses has caused extreme disruption and delay for faculty in the fulfillment of their primary duties during peak times at the beginning and at the end of each quarter. (There are only two full-time faculty members in the department to handle all of the clearances.) Since 2012, we have observed that very few students submit their clearance paperwork with ample time. It is not feasible to establish a deadline by which students need to submit their pre-req application because the Dept needs the enrollment, and adding any more roadblocks to the registration process would be detrimental to keeping or increasing our enrollment numbers. Now that the campus has gone digital in eliminating funding for printing class materials besides greensheets and homework calendars, students are relying primarily on their cell phones to retrieve the documents that instructors email or post on Course Studio and Catalyst e.g., study guides, project rubrics, worksheets). As we all know, seeing a word-processed document of any length on the tiny screen of a phone is not conducive to the student reading it thoroughly and capturing essential information and details. Very few students have printers at home and the cost of printing documents of campus printers is not sustainable. Moreover, having students constantly look at their phones disrupts class, since instructors need to constantly monitor if students are using the phone to access class materials or if theyre actually disengaged from the class and sending/receiving text messages instead. Last but not least, very recently it came to the attention of the VP of instruction that four year schools USC and UCLA are no longer honoring the transferability of SPAN 4-5-6, a combined level class. Looking into the history of how this came to be, it has been discovered that some time ago, these schools contacted our Articulation Officer with a request for the various World Langs Depts to produce a written explanation of how combined level classes fulfill the curriculum description for each level. This request was apparently forwarded to the IIS Division, but it never reached the hands of the faculty who would have gladly written this explanation. Not hearing back from us, USC and UCLA have stopped accepting the articulation / transferability of these combined level courses. It is the intent of the various language depts. at ý to draft the document that was requested, but for the time being, the offering of combination levels has been suspended. This hurts all language depts., since by offering only level 4 to guarantee transferability, were drastically reducing the likelihood of the class making enrollment .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 departments main areas for improvement in 2008-2009 focused on closing the equity gap, and a detailed discussion is provided above in the section Closing the Student Equity Gap.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% Reflection & Analysis = 4 PLO Statements = 4 44 x 100 = 100%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. The first PLOAC assessment has just been completed on April 2014.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 SummaryIn reality, it should be 100%, since all four SLOs were assessed for each course (SPAN 1-6). However, the counts on Trac Dat reports are: Reflections & Analysis on Trac Dat = 19 // Archived from ECMS = 4 SLO statements = 24 19+4 24x100= 95.6%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 this year.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 TrendsPlease refer to Deans summary for the IIS Division. Assess the impact of external or internal funding trends upon the program and/or its ability to serve its students. If you dont work with Budget, please ask your Division Dean to give you the information. IV.B Enrollment TrendsPlease refer to Deans summary for the IIS Division.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 NeededPlease note: Full-time Spanish position requested last year (due to retirement) has been approved by IBPT to conduct search in 2014. In consultation with VP of Instruction, the Dept has decided to postpone the search from winter 2014 to fall 2014 in order to attract a pool of higher quality candidates.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: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 NeededNone.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 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, QuantityNew, technology-related items: 3-4 laptop computers. Wont require new or renovated infrastructure. Intended destination (MCC building) already has wireless access. Request for this equipment comes as a result of several logistic factors: adoption of an online language placement exam to aid in the processing of prerequisite clearances in the languages above listed. Lack of computers in the MCC building to support this kind of use. Please note that existing MCC computers are only for faculty and staff use. Lack of available language lab and/or assessment facilities. For example, the new Media Learning Center doesnt have any designated space for language lab use. The ATC language lab isnt always available, since a number of instructors in other disciplines reserve it as a classroom. Lastly, the Assessment Lab where English and Math placement exams are held doesnt guarantee space and/or availability.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 JustificationIntended users of the equipment: prospective students of Spanish whose prerequisite clearance process requires testing and/or verification of language skills (e.g., students may lack transcript evidence or they may have taken prerequisite courses too long ago). Intended use of the equipment: to enable students to take the online, language placement exam (WebCAPE) that has already been piloted and calibrated, to be implemented by the end of Spring 2014, thanks to a donation by a community member who has pledged to pay [for several years] the set up & maintenance fees. Intended location of the equipment: MCC building. Please note that existing computers in MCC are for faculty and staff use only. Impact on program without the equipment: The driving reasons behind this equipment request are: the lack of access to a language lab on campus (MLC / ATC) and not knowing if there will be availability at the Assessment Lab to schedule/conduct Spanish language placement testing. We now have an online tool to conduct language testing but if we have no designated hardware in our home base (MCC) to facilitate the testing, the prerequisite clearance process will continue to be slow and cumbersome for students who need testing. Note that the average faculty-student contact for scheduling, conducting, and grading one-on-one, traditional pencil and paper tests is between 2-5 hours. (See further explanation in V.B.3). 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 RequestWorld Languages departments request language lab space, either in the Media Learning Center or in the newly renovated ATC. Obtaining access to the ATC language lab requires scheduling dates/times ahead of time and competing with other departments that book the lab for non-language related courses (e.g., psychology). 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 JustificationUsers of this facility: students enrolled in all levels of Spanish courses (and their instructors) prospective Spanish students taking the online language placement exam Access to a language lab is one of the most basic requirements for successful experimentation with the sounds of the language (both recognition and production) and for instructors to monitor student progress in these areas. It is really a shame that the World Languages Departments have been without a language lab for so long. In the planning stages of the Media Learning Center, the IIS Division had Spanish instructor Cristina Moreno on the committee, representing the interests of World Languages faculty. Colleague Moreno retired suddenly in 2010, and whatever progress she had made in procuring us with appropriate space went down the drain. The Media Learning Center is now fully functional and there is no designated space for language lab activities.Who will use this facility? What would the impact be on the program with or without the facility? What is the life expectancy of the current facility? How does the request promote the college mission or strategic goals? Etc. V.B.1 Budget AugmentationPlease refer to the Deans summary for the IIS Division. 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 NeedsThe Spanish department has identified two staff development needs: Absolute lack of adjunct faculty involvement in SLO process may change if compensation is available for those who participate. Limited Banner training would be beneficial to faculty involved with prerequisite clearances, in order to access student transcripts. This would expedite the processing of requests from students who dont have transcripts at hand and who sometimes dont follow through on the clearance process because of the hassle of soliciting transcripts from the institutions where they pursued their prerequisite work. 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 plansIf adjunct faculty is granted compensation to participate in SLO/PLO processes, the results of their involvement will be highly visible and easy to track. If granted the requested laptop computers, the Spanish department will be able to conduct placement exams in a prompt and convenient manner which will in turn expedite the processing of prerequisite clearances and perhaps increase the number of students who complete the language assessment process. A 20 minute placement exam will save both students and instructors the average 2-5 hours per student that it normally takes to assess their level (emails, setting an exam date and time, proctoring the exam, grading the exam, administering another exam for a lower level class when students fail the exam for their target level, etc) Receiving Banner training to locate student transcript information will expedite the processing of prerequisite clearances. This may possibly increase early enrollment and result in less cancelled courses.How do you plan to reassess the outcomes of receiving each of the additional resources requested above? Submitted by: Carmen M . 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