邢唷��>� ��欹�� Rrbjbj�� 7�c�c�iA��€ € ��8&��5��l4666j€!�d"t(5*5*5*5*5*5*5$�8�Q;JN5��"jj�"�"N5��664c5�$�$�$�"`�6�6(5�$�"(5�$�$��1|436�� 囎`⒀��8$.\25y50�5n2��;f$"�;$4343�;�H3��"�"�$�"�"�"�"�"N5N5�$�"�"�"�5�"�"�"�"��;�"�"�"�"�"�"�"�"�"€ �: Instructions: The first column below matches key words in TracDat where you will enter the requested information. The second column fully describes the information that the IPBT is requesting. It also represents the information you would see if you pressed the help button (a question mark) by each box in TracDat. The third column is where you can input your data/responses at this time. You will be able to copy and paste or type in your information from the third column directly into the TracDat boxes. Save this Word doc in the following format: sp20cpr_deptname. Last steps: ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. Upload a copy of this document into the Trac Dat, 揇ocuments file�. Also upload the Program Review Data sheet(s). If you have questions, please refer to your workshop handout ( HYPERLINK "http://www.deanza.edu/slo/tracdat.html" http://www.deanza.edu/slo/tracdat.html) or contact: HYPERLINK "mailto:pappemary@fhda.edu" papemary@fhda.edu. Section I: Overall program description (including CTE) Section II: Overall student enrollment and success Section III: Equity Section IV: Assessment Cycle Section V: Resource requests In TracDat. Limit narrative to 100 words; bullet points encouraged Information RequestedExplanation of Information Requested. ? TracDat Help button will reveal the same cues (sorry no hyperlinks)Input your answers in columns provided. Note: reference documents can also be attached. Make sure to note the name of any reference documents in your explanations. Program DescriptionI.A.1 Department Name: GeologyI.A.2Program Mission Statement:揥hat are your Program Learning Outcomes? How do your Program Learning Outcomes relate to the mission of 爱豆传媒 College and our Institutional Core Competencies�? ( HYPERLINK "http://www.deanza.edu/about/missionandvalues.html" http://www.deanza.edu/about/missionandvalues.html) The mission of the 爱豆传媒 College Geology department is to give students an opportunity to successfully complete science coursework for transfer, Associate degree, or lifelong learning, with transfer being the primary goal of most Geology students. As noted in the previous Comprehensive Program Review (2008-09), the Geology department seeks to foster an awareness, understanding, and appreciation of the complexity of the planet that the students, faculty, staff, and all of humanity live on. Some of this drive stems from the desire to enable the students to be better-informed citizens of our increasingly crowded world, while some of it comes from the faculty's desire to draw the students into the sheer fascination of the Earth's dynamism and complexity. In terms of concrete educational goals, the department expects to provide students with an opportunity to earn transferable general education credits. This outcome applies to the majority of the Geology 10 students, with smaller fractions of them taking the class for the A.A. Degree, personal interest, or lifelong learning.I.A.3What is the Primary Focus of Your Program?Select Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/ATransferI.A.4Choose a Secondary Focus of Your Program.Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/APersonal EnrichmentI.B.1# 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 program.I.B.2# Certificates of Achievement-Advanced Awarded:If applicable, enter the number of Certificates of Achievement - Advanced 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 program.I.B.3# ADTs (Associates Degrees for Transfer) AwardedList Associate Degree Transfer awarded by you department 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 program.I.B.4# AA and/or AS Degrees Awarded:If applicable, enter the number of Associate of Arts or Associate of Science degrees 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.C.1 CTE Programs: Impact of External TrendsCareer Technical Education (CTE) programs: provide regional, state, and labor market data, employment statistics. Refer to "CTE Program Review Addenda" at: /workforceed/ged/ 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.I.C.2CTE Programs: Advisory Board Input: Career Technical Education (CTE) programs: 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.I.D.1Academic Services and Learning Resources: # Faculty Served Only for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of faculty served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programI.D.2Academic Services and Learning Resources: # Students ServedOnly for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of students served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programI.D.3Academic Services and Learning Resources: # Staff Served Only for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of staff served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programI.E.1Full Time Faculty (FTEF) For ALL programs: Refer to your program review data sheet. HYPERLINK "http://deanza.fhda.edu/ir/program-review.14-15.html" http://deanza.fhda.edu/ir/program-review.14-15.html .2.0I.E.2# Student Employees State number of student employees and if there were any changes: 0 = no change; (- #) = decreased; # = increased; blank if not applicable to your program0 no changeI.E.3Full-time to Part-time ratio % of Full -time Faculty Compared to % Part-time Faculty TeachingCompare the changes in % of FT and PT faculty teaching in your department? 0 = no change; (- %) = decreased; % = increased; blank= not applicable to your program. Refer to your program review data sheet. HYPERLINK "http://deanza.fhda.edu/ir/program-review.14-15.html" http://deanza.fhda.edu/ir/program-review.14-15.html. % = increasedI.E.4# Staff EmployeesState number of staff employees and if there were any changes: 0 = no change; (- #) = decreased; # = increased; blank if not applicable to your program ONLY report the number of staff that directly serve your program. Deans will make a report regarding staff serving multiple programs. 0 = no changeI.E.5Changes in Employees/ResourcesBriefly describe how any increase or decrease of employees/resources has impacted your program. Leave blank if not applicable to your program.The Geology Department, as was probably true in other physical sciences departments, leveraged heavily the services of technology support within the PSME division. This support was lost. The use of computer and other technologies within the sciences differs from that of other academic areas on campus. Additionally technology use in the physical sciences tends to be greater. ETS on campus now has to absorb the large potential demand for services, while not prepared, but also does not have someone who is specifically knowledgeable in technology use in the physical and earth and space sciences. The net effect and impact to the department is potentially a lack of timely service and avoidable downtime for technology currently in use within the department.EnrollmentII.A.1Enrollment Trends What significant changes in enrollment have you seen in the last three years? Refer to HYPERLINK "http://deanza.fhda.edu/ir/program-review.14-15.html" http://deanza.fhda.edu/ir/program-review.14-15.html An increase in enrollments was seen from 2013-14 to 2014-15 and a minor decrease over the last year from 2014-15 to 2015-16 of (-9.2%). There was a loss of three sections in the last year (-13.6%) so the department was putting more students into fewer available sections. The department sees fluctuations in enrollments yearly but attribute minor dips to early cancellation of courses in the department. Historically, a record going back several decades, geology classes tend to fill later in the enrollment process than others on campus. This probably reflects students� perceptions of rigor in these courses compared to others they might enroll in to try to fill their schedule.II.B.2Overall Success Rate What significant changes in student success rates have you seen in the last three years?The success rate in geology classes over the last three academic years has consistently increased 2% per year and is now 80% The department considers this a good success rate given the student抯 perceptions of rigor in the courses. We have seen a shift, primarily, in student success rates in target populations over the last three academic years. A steady 3 to 4% increase per year reflective collaborative learning approaches to address student equity issues. (please see discussion below)II.B.3Plan if Success Rate of Program is Below 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? Leave blank if N/A.II.C.4Changes 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.)EquityIII.AGrowth and Decline of Targeted Student Populations Briefly, address student enrollment data relative to your program抯 growth or decline in targeted populations: African Americans, Latinos, Filipinos. (Refer to http://deanza.fhda.edu/ir/program-review.14-15.html )Minor fluctuations in student enrollment in 搕argeted populations� occurred over the three academic years 2012-13 through 2014-15. With net changes of +5 students in 2013-14 and -11 students in 2014-15 of the targeted groups. We attribute most of the change in the last year to class cancellations that limited the number of available seats. The percentage of students enrolled in geology classes, in targeted populations, stayed at 39% from 2013-14 to 2014-15.III.BClosing the Student Equity Gap: What progress or achievement has the program made relative to the plans stated in your program抯 2013 -14 Comprehensive Program Review, Section II.A.3, 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 In the 2013-14 program review the department pointed out the historical importance of adjunct geology peer tutoring in overall student success and as a potential for closing the 搒tudent equity gap� between targeted and non-target populations within our larger student population. Limitations involved a reliance on student volunteers outside of departmental control. Drawing on studies of best practices the department in many of its classes has placed an even greater emphasis on our already existing collaborative learning models. These now include some collaborative testing models in select introductory geology and oceanography sections. Since 2012-13 academic year the success rates of the targeted populations has gone up 3 to 4% per year with a low of 66% to a high of 73% success in 2014-15.III.CPlan if Success Rate of Targeted Group(s) is Below 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 Are success rates of targeted groups at or above 60%? If not, what are the department抯 plans to bring the success rates of the group(s) up to this level? This applies to African American, Latino/a and Filipino students.III.DDepartmental Equity Planning and ProgressWhat progress or achievement has the program made relative to the plans stated in your departmental 2014-15 Equity Plan?Our increases in collaborative learning models in all classes in the department seems to have an impact on increasing success rates in targeted populations. Assessment CycleIV.APLOAC SummaryGive the percentage of Program Level Outcome statements assessed to date. Run Ad Hoc 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 program level outcomes are to be assessed for a minimum of a second time before the Comprehensive Program Review in Spring 2019.100%IV.BSLOAC SummaryGive the percentage of Student Level Outcome statements assessed to date. Run Ad Hoc report titled 揦XX SLOAC work- Active Only� and scroll to the bottom of the report for counts. Then calculate #(Reflections & Analysis + #Archived from ECMS) /#SLO statement times 100. (N.B. Number of SLOs assessed and archived from ECMS is the last item in Department -> General Information page.) This percentage may be over 100% or 0%. All course level outcomes are to be assessed for a minimum of a second time before the Comprehensive Program Review in Spring 2019.413% Resource RequestsV.ABudget TrendsDescribe impact, if any, 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. V.BFunding Impact on Enrollment TrendsDescribe the impact, if any, of external or internal funding changes upon the program抯 enrollment and/or its ability to serve its students. Refer to Program Review data sheets for enrollment information: HYPERLINK "http://deanza.edu/ir/program-review.14-15.html" http://deanza.edu/ir/program-review.14-15.html V.C1Faculty Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyNone NeededV.C.2Justification for Faculty Position(s):Do you have assessment data available to justify this request for a faculty position? If so provide the SLO/PLO assessment data, reflection, and enhancement that support this need. If not, provide other data to support this need.V.D.1Staff Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless Vacancy Only make request for staff if relevant to your department only. Division staff requests should be in the Dean抯 summary.No Staff NeededV.D.2Justification for Staff Position(s):Do you have assessment data available to justify this request for a staff position? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this need.V.E.1Equipment RequestsA drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested MacPro + peripherals + AppleCare 1 = 9,242.00 Hand lenses 15 @ 40.00 = 600.00 Thin sections 40 x 30.00 = 1,200.00V.E.2Equipment Title, Description, and QuantityDescription should identify if the item(s) are new or replacement(s), furniture/fixtures, instructional equipment, technology related, expected life of item, recommended warrantees etc. Did this request emanate from a SLOAC or PLOAC process? Does this item require new or renovated infrastructure (e.g. wireless access, hardwire access, electric, water or heat sources . . . )MacPro Computer with fast processing and large storage, replacing aging MacPro used in support of discovery-based hands-on learning in all of our classes. New hand lenses to replace lost and broken lenses for geology labs, and fieldwork. Additionally thin sections are being requested to replace broken and lost thin sections originally made during the 1960抯. This requests replaces 2/3 of the original thin section collection. As these requests all replace items they did not originate from the SLOAC or PLOAC process, but are integral to both within the geology curriculum. This request requires no new infrastructure.V.E.3Equipment JustificationDo you have assessment data available to justify this request for equipment? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or Advisory Board input to support this need. If not, provide other data to support this need. 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? Refer to mission: HYPERLINK "http://deanza.edu/about/missionandvalues.html" http://deanza.edu/about/missionandvalues.html and strategic goals (page 15 HYPERLINK "http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf" http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf This equipment and items replaces instruments and materials that are integral to SLOs within the Geology curriculum. The computer equipment is used in support of activities, and laboratories in all of our classes and an integral part of instructional materials construction and data used in our online Oceanography class. Additionally Dr. Cichanski uses the computer in creating visuals in support of his Astronomy lectures and laboratory classes. The other equipment and items are used by students directly in hands-on inquiry-based laboratories. These laboratories and the items mentioned above broadly support multiple SLOs and PLOs but specifically Geology 10 SLO 3. The hand lenses are expected to last about a decade and the thin sections, given we are just now replacing those that were original to the geology collection at the college are expected to last about 40 or 50 years. The hands on work for which these items are required support core competencies including critical thinking and an understanding of the earth system a framework of understanding required for pursuing environmental justice.V.F.1Facility 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.No facility request.V.F.2Facility JustificationDo you have assessment data available to justify this request? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this need. 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? V.G.Equity Planning and SupportHas this work generated any need for resources? If, so what is your request?No V.H.1Other Needed ResourcesList resource needs other than faculty, staff, facility, and equipment needs. For instance, assistance in working with counselors, finding tutors to work with students, support for assessment projects.V.H.2Other Needed Resources JustificationDo you have assessment data available to justify this request? If so, provide the SLO/PLO assessment data, reflection, and enhancement that support this need. If not, provide other data to support this need.V.J. 揃� Budget AugmentationHow 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? Refer to mission: HYPERLINK "http://deanza.edu/about/missionandvalues.html" http://deanza.edu/about/missionandvalues.html and strategic goals (page 15 http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf State the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If you do not deal with the B budget directly, you can use the comment: 損lease refer to the Dean抯 summary�.B budgets in PSME are inadequate. Given the heavy emphasis in testing in the sciences and mathematics printing costs eat up most if not all of the B budget. Currently the Geology Department minimizes printing costs by sending digital copies of most materials directly to students. Please refer to Dean抯 summary for issues regarding B budgets in the Physical Sciences. Restoration of B budget for Field Trip Buses, this item is recurrent from the department's last program review: Geology classes have field trips that are required for articulation. If the B budget were ever restored to a level that allowed us to once again hire buses for the field trips, then students would not have to drive their own vehicles. This would be particularly helpful in the quest to serve traditionally underrepresented students, who may not have as much access to private vehicles, and who may not have the same level of access to rides from other students as their classmates. Restoration of yearly B budget money would allow the department to replace samples and equipment that get worn out from frequent use by large numbers of students who are taking lab courses in order to meet CSUGE and IGETC transfer GE requirements.V.K..1Staff Development NeedsWhat would the impact be on the program with or without meeting this need? How does the request promote the college mission or strategic goals? Refer to mission: HYPERLINK "http://deanza.edu/about/missionandvalues.html" http://deanza.edu/about/missionandvalues.html and strategic goals (page 15 HYPERLINK "http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf" http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf Currently the Geology and Meteorology Departments are participating in the NSF funded project SAGE promoting change and best practices in undergraduate geoscience education at 2-year colleges nationally. Two faculty members have been participating in workshops at College of William and Mary in Virginia and the University of Wisconsin Madison. Additional support for these and other faculty members to participate in the American Geophysical Union and Geological Society of America抯 national meetings would augment this drive in faculty development within the Earth Sciences at 爱豆传媒.V.K.2Staff Development Needs JustificationDo you have assessment data available to justify this request for staff development? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this needLower-division general-education courses in the sciences, particularly in the Earth Sciences, have been identified as 揼ateway� courses that draw members of underrepresented populations into STEM majors. DiLeonardo has been very active over the last two decades in National Science Foundation and NASA supported projects intended to improve undergraduate Geoscience education and impact STEM education nationally. Most recently a push has been to seek and employ strategies defined by ongoing research nationally that support those goals and push to a further goal of increasing the participation and better serving underrepresented populations in STEM. Over the last three years implementations of these methods in instruction has seen a steady 3 to 4% increase per year in success rates in Geology classes for members of targeted populations (see discussion above). The department asks the College to support our continuing success by directly supporting involvement of our faculty in national meetings and symposium. The additional benefits, beyond efforts to close the equity gap on the 爱豆传媒 campus include our department抯 ability to disseminate our testing of these methods to the larger college and university populations across the country.VI.Closing the LoopHow do you plan to reassess the outcomes after receiving each of the additional resources requested above? N.B. For the Comprehensive Program Review the question becomes 揥hat were the assessments showing the results of receiving the requested resources over the last five years?�For replacement items, including computer requested, the department will continue to focus on outcome-based assessments. These include maintaining high success rates overall and improving them for targeted populations. Additionally the impact of items and equipment requested above will be considered in the department抯 ongoing SLO assessment in each course. For staff development, given the focus of success on the use of best practices in our departmental offerings, we intend to track our success rates in targeted populations specifically and overall within our classes.Submitted by: APRU writer抯 name, email address, phone ext.Christopher DiLeonardo, Ph.D. HYPERLINK "mailto:dileonardo@deanza.edu" dileonardo@deanza.edu x8632Last Updated:Give date of latest update (Set next box to YES when done and ready for Dean review).4/18/16 爱豆传媒 College Comprehensive Program Review IPBT Approved 11/24/2015 PAGE PAGE 1 TIME \@ "MMMM d, yyyy" April 29, 2016 爱豆传媒 College Annual Program Review Update-revised 4-14-12 Spring 2012 .78C��o y � � � � � � � � 0 3 J � � � � � � � � � � � � � � 磉谓谓谓谓维涍泹邖泹遯泀`q`q`q`q`q`� h5cjh�(�CJOJQJ^JaJh�(�CJOJQJ^JaJhゝfCJOJQJ^JaJh丳xCJOJQJ^JaJ h5cjhm�CJOJQJ^JaJ hVF0hm�CJOJQJ^JaJ h踕h丳xCJOJQJ^JaJ h踕hm�CJOJQJ^JaJhm�CJOJQJ^JaJ#h丳xh丳x5丆JOJQJ^JaJ%<p�� C � 3��d��$�& #$/劥Ifb$gd�<#d��$�& #$/劥Ifb$gd�0 �8d��gd�� 8�d��gd�� d��gdm�� 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