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: 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. You will be able to copy and paste or type in your information into the TracDat boxes. SAVE OFTEN WHILE ENTERING INFO!!!!! ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. You will save program review as a pdf through the print option of your browser. This is the document you will send to your Dean and it is the document that will be posted on the ý website. 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.
Program DescriptionDepartment Name:
HumanitiesProgram Mission Statement:The Humanities Program Learning Outcomes are very much in alignment with the mission of ý College and the ý Institutional Core Competencies. The Humanities Program Learning Outcomes are: 1) Students synthesize their critical thinking, imaginative, cooperative, and empathetic abilities as whole persons in order to contextualize knowledge, interpret and communicate meaning, and cultivate their capacity for personal, as well as social change; and 2) Students build the perception of knowledge as a practice of freedom in which they identify and create deep connections between and within the complexities and diversities of individual and cultural world-views and praxis.
A student who developed these outcomes through the Humanities Program, would clearly be developing in alignment with the ý mission statement: to provide an academically rich, multicultural learning environment that challenges students of every background to develop their intellect, character and abilities, to realize their goals, and to be socially responsible leaders in their communities, the nation and the world.
The Humanities Program Learning Outcomes are also strongly in alignment with the ý Core Competencies: communication and expression; information literacy, physical/mental wellness and personal responsibility, civic capacity for global, cultural, social and environmental justice, and critical thinking. In fact, the most offered course in our curriculum, Humi 1, Creative Minds, is one of the core courses that students can take to fulfill the new Environmental Sustainability and Global Citizenship graduation requirement.I.A.1What is the Primary Focus of Your Program?TransferI.A.2Choose a Secondary Focus of Your Program.Personal EnrichmentI.B.1# Certificates of Achievement Awarded2I.B.2# Certificates of Achievement-Advanced Awarded:I.B.3# ADTs (Associates Degrees for Transfer) AwardedI.B.4# AA and/or AS Degrees Awarded:I.B.5.
Strategies to Increase Awards
The Humanities Mellon Scholar Program is currently our primary draw for students toward achieving the Humanities Certificate. The first cohort of Mellon Scholars is finishing their 2-year program this Spring, so we expect an increase in certificates this coming year and in following years as well.
Making students in all of our Humanities courses aware of the Humanities certificate is an additional strategy to increase awards.I.C.1 CTE Programs: Review of Perkins Core Indicator and SWP Outcomes MetricsI.C.2CTE Programs: Labor Market Demand and Industry Trends :
I.D.1Academic Services and Learning Resources: # Faculty ServedI.D.2Academic Services and Learning Resources: # Students ServedI.D.3Academic Services and Learning Resources: # Staff ServedI.E.1Full Time Faculty (FTEF)
8.8I.E.2# Student Employees
I.E.3Full-time to Part-time ratio % of Full -time Faculty Compared to % Part-time Faculty TeachingFull-time faculty teaching increased from 22.1% to 24.2% in the past year, with a 3% increase over the past five years. Full-time faculty overloads decreased from 14.4% to 14.1%, with a five-year decrease of -16%. Part-time faculty teaching decreased from 63.5% to 61.6%, with a 3% increase over the past five years. These changes are the result of change in load factor within the past 5 years, and to Full-time faculty Professional Development Leaves, not to any significant change in scheduling. Full-time load went from 9 classes a year to 11 classes a year, and part-time load went from 6 classes to 7.
I.E.4# Staff EmployeesI.E.5Changes in Employees/ResourcesEnrollmentII.AEnrollment Trends
The 3,661 students enrolled in the 2017/18 school year represent a decline of -4.1% from the 3,820 enrolled in 2016/17. There has been a -3.6% decrease in students enrolled in the past 5 years.
In comparison, the SSH division as a whole has decreased enrollment by -11.1% in the past year and -20.4% in the past 5 years; and the college has decreased enrollment by -7.2% in the past year, and -15.8% during the same period.
Therefore, the Humanities department is so far maintaining enrollment at a better rater than the SSH division or the college as a whole.
It is also worth noting that our Section numbers (0.0% change) may be skewed due to the inclusion of our Honors classes, as well as the increase in part-time load from 6 to 7 classes. Our productivity has increased by 8.1% over the past 5 years.
II.BOverall Success Rate
Overall success rates in Humanities courses remained steady at 79% between 2016/17 and 2017/8, and are up from 73% 5 years ago.II.CChanges Imposed by Internal/External Regulations
The focus on SLO and PLO work as encouraged by the accreditation team has impacted the workload of faculty members in the department. Potentially, the faculty discussion generated in this process has helped us to focus on our learning goals for our students. We anticipate that Transfer Model Curriculum requirements will also have an impact on program offerings and student participation in our courses.
The Humanities Mellon Scholar program is currently a huge benefit to the district and to our students. It is also, however, contributing to an uncompensated increased workload for Humanities faculty. There is also increased pressure to train for and manage program websites for the SLOAC/PLOAC programs, curriculum revision, and Canvas.
EquityIII.A.1.Growth and Decline of Targeted Student Populations: 2017-18 EnrollmentEnrollments in our courses have declined -4.1% overall in the past year. Targeted student population enrollment declined by -1.3% from 2016/17 to 2017/18. Targeted student population enrollment now accounts for 38% of our student enrollment, up from 37% from last year. This percentage is slightly higher than the ý College targeted student population enrollment of 35.7%.
Latinx students make up 25% of our enrollment, and also make up 25% of ý College enrollment.
Filipinx students make up 8% of our enrollment, while they make up 7% of ý College enrollment.
African Ancestry students make up 5% of our enrollment, while they make up 4% of ý College enrollment.
Pacific Islander students make up 1.2% of our enrollment, while they make up 0.7% of ý College enrollment.III.A.2Targeted Student Populations: Growth and DeclineThe largest ethnic group within the targeted population is Latinx. This groups student enrollment decreased by -2.8%, with a total of 910 students, down from 936 in 2015/16, although still up from the 2013/14 total of 871 (5 year increase of 4.2%).
Filipinx student enrollment increased by 2%, with a total of 299 students, up from 293 in 2016/17, and above the 2013/14 total of 277 (5 year increase of 7.4%).
African Ancestry student enrollment in our courses increased by .5% in the past year (from 183 to 184), down from 210 in 2013.14 (5 year decrease of -12%)
Pacific Islander student enrollment increased 16%, from 37 to 44 (5 year increase of 32%).
In all of these populations, it is important to note that the sample sizes are relatively small, so percentage changes are sometimes misleading and may appear to represent trends rather than normal fluctuation. It is useful to also look at the actual numbers of students.
III.B.1.Closing the Student Equity Gap: Success RatesAfrican American: 66%
Latinx: 70%
Filipinx: 73%
Pacific Islanders: 59%
Asian: 87%
White: 81%
III.B.2Closing the Student Equity Gap: Withdrawal RatesAfrican American: 9%
Latinx: 10%
Filipinx: 12%
Pacific Islanders: 14%
Asian: 5%
White: 8%
III.B.3Closing the Student Equity Gap: 2017-18 GapAfrican American + Latinx + Filipinx + Pacific Islander versus Asian + White
2013-14: 64.3% vs. 77.8% = 13.5% success gap
2014-15: 64.5% vs. 82% = 17.5% success gap
2015-16: 69% vs. 82.3% = 13.3% success gap
2016-17: 71.5% vs. 83.9% = 12.4% success gap
2017-18: 69.4% vs. 85.4% = 16% success gap
III.CAction Plan for Targeted Group(s)
The Humanities department is committed to student equity. Our strategies to reduce the success gap include:
We consistently work to discern whether the Humanities programs efforts at engaging multicultural content, utilizing multicultural pedagogical techniques, and honoring multiple-intelligences and learning styles are affecting our metrics.
In Spring 2016, our Creative Minds became one of the first courses at the college to fulfill the new Civic Engagement and Environmental Sustainability GE requirement. Our intention is that our commitment to student empowerment for change will encourage success and retention for all students, and particularly for students in targeted populations.
The Humanities department is at the forefront of a division wide push to engage faculty in a discussion about pedagogies of engagement that have successful worked to improve targeted student success in their classrooms. The most recent project has focused on raising student awareness of role models in the Humanities that are representative of the diversities present in our targeted populations.
The Humanities department is working with a grant from the Mellon Foundation to encourage success and scholarship in the Humanities, through the Humanities Mellon Scholars program, among target student populations.
Humanities co-chair Lori Clinchard is participating in the 23 hour Teaching Men of Color in Community Colleges workshop, and will disseminate this information throughout the Humanities department to other Humanities instructors.
*It should be noted here that information regarding growing outside economic constraints on targeted student populations would assist in evaluation of our pedagogical practices. Recognizing and addressing the challenges students face would help us to meet their needs and help them to achieve equity. It seems clear that Humanities courses must assist students in building the basic skills they need for success in our classrooms and beyond.
**We will be watching to see what effects AB750 will have on our ý student population, and on the targeted populations in particular.
III.DDepartmental Equity Planning and Progress
Our Humanities students have benefited from Student Success Center tutoring and academic support, and we would like to see these programs continue in order to improve success and equity outcomes for our students. We are concerned about the loss of the classified Program Coordinator for Skills, and the loss of funding for 20% of tutoring hours due to DASB reduction and student salary increase. These changes make it harder to expand and integrate academic support into classroom instruction to address changing needs related to AB705, Guided Pathways, and CCCCO Vision for Success.
The Humanities department stays connected with division and college-wide equity efforts. Co-chair Lori Clinchard is a member of the SSH division Equity Core Team and also participates in the ý Equity Action Team.
III.E.
Yes/No BoxAssistance Needed to close Equity Gap
YES, we would welcome any institutional support and training, and would be happy to participate in institutional strategic planning in this regard.
II.F.
Drop down box with goalsIntegrated Plan goals: current student equity data and action plan
Close the achievement gap for students in developmental (Basic Skills) courses and other identified student populations by increasing persistence, retention and success rates.
Identify and update campus services, policies, procedures towards reducing barriers and increasing student success.
Engage faculty and staff in professional development activities focused on improving student success and closing the achievement gapAssessment CycleIV.APLOAC Summary200%IV.BSLOAC Summary
137.5%
*Note: Humi 2, 20, and 15 have rarely been taught over the past several years, often due to class cancelations. Resource RequestsV.ABudget Trends
V.BFunding Impact on Enrollment Trends V.C1Faculty Position(s) NeededNone Needed Unless VacancyV.C.2Justification for Faculty Position(s):V.D.1Staff Position(s) NeededV.D.2Justification for Staff Position(s):V.E.1Equipment RequestsNo equipment requested V.E.2Equipment Title, Description, and QuantityV.E.3Equipment JustificationV.F.1Facility RequestV.F.2Facility Justification V.G.Equity Planning and SupportNoV.H.1Other Needed ResourcesWe strongly encourage the institution to decrease all faculty workload through adjustments in Load and Class Size.V.H.2Other Needed Resources JustificationWe see the recent changes in Load and Class Size, while intended to create greater parity, as a part of a movement toward standardization that is demoralizing for faculty. The recent increases in Load and Class Size make it more difficult for Humanities faculty to offer a real depth of transformative experience for students, as they require faculty to do more work, for less pay. A decrease in faculty workload would allow for greater individual attention to each student.V.J. B Budget AugmentationPlease refer to the Deans summary.V.K..1Staff Development NeedsV.K.2Staff Development Needs JustificationVI.Closing the LoopSubmitted by:
Lori Clinchard; HYPERLINK "mailto:clinchardlori@fhda.edu" clinchardlori@fhda.edu; x8988Last Updated:03/17/19
ý College Comprehensive Program Review 2015-2020 2018-19 APRU
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