ࡱ>  hbjbj +̟̟L_:< < 5558/66tW./8(W84888f9f9f9VVVVVVVGZ\DVf9f9f9f9j9V;88V;;;n988V;f9V;;OXtQ$bQ5:pP(Q,V0WP-];-]PtQ;tQf9f9f955< :    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 APRU on TracDat. Save this word doc in the following format: s12apru_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:leewheatcoleen@deanza.edu" leewheatcoleen@deanza.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:Intercultural StudiesI.A Program Mission Statement: The Intercultural Studies Department offers an interdisciplinary major leading to an A.A. degree or transfer in Intercultural Studies. This major represents the joint commitment of the African American, Asian Pacific American, Chicana/o, Native American and Intercultural Studies programs, and provides a core curriculum whose educational objectives include the following: Develop a methodology emphasizing comparative analyses of the history and contemporary issues and positions of Third World peoples; Develop research capabilities that will allow students to compile and analyze information from a Third World perspective; Teach ethnicity theory, race relations theory, feminist theory, cross-cultural communications theory and explore multidimensional issues of racism, institutions and power. The major also examines the need for shared pluralism and provides expertise in areas that will allow students to pursue professional training so that they may provide services to historically marginalized communities of color and effect positive social change.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.Personal enrichment.Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement Awarded0If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to: http://research.fhda.edu/factbook/deanzadegrees/dadivisions.htmI.B.1 Number Certif of Achievement-Advanced awarded:0If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to http://research.fhda.edu/factbook/deanzadegrees/dadivisions.htmI.B.1 Number AA and/or AS Degrees awarded:0If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to http://research.fhda.edu/factbook/deanzadegrees/dadivisions.htmI.B.2a Academic Services and LR: # Faculty Served0Only 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 Served0Only 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 Served0 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 populationsCompared to the 2010-2011 AY, the Targeted population in ICS increased from 2,018 to 2,094 students and showed a 1% increase of our overall Success rate for this population. The following is a summary of the growth/decline of the Target sub-groups and their respective success data: Our Latina/o population grew by 91 students to 1,308, with a 1% increase in Success to 64% compared to 63% last year. Our Latina/o population was 24% of all ICS students, while only 20% of the college overall. Our African Ancestry population grew by 41 students, from 385 last AY to 426 in AY 2011-2012, with a 4% increase in Success from 53% to 57%. Our African Ancestry population in ICS (8%) was double the percentage of the college population (4%). Our Pacific Islander population grew by 5 students, from 51 in AY 2010-2011 to 56 in AY 2011-2012, with a 13% drop in Success from 67% to 54%. Our Pacific Islander population was 1%, commensurate with that of the college overall. Our Filipino/a population decreased by 56 students, from 416 in AY 2010-2011 to 360 in 2011-2012, with a 4% increase in Success from 74% to 78%. Our Filipino/a population in ICS was 7%, one percent higher than that of the college population (6%). The growth in the ICS Success rate for Target populations (from 64% to 65%) is commensurate with the 1% increase in this population for the college overall (from 67% to 68%).Hispanic/Latino success rate remained about the same (74% & 73%, respectively), while there were declines in the Pacific Islander population from 64% to 61%, in the Filipino population from 76% to 73%, and significantly, in the African Ancestry population from 62% to 53%; a 9% decrease. While not as great, there was also a 6% drop in the success rate for African ancestry students campus wide. 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 - 2010 available at: http://research.fhda.edu/programreview/DAProgramReview/DeAnza_PR_Div_pdf/DeAnzaProgramReviewDiv.htm AND program review data 2010-11 & 2011-12 at http://www.deanza.edu/ir/program-review.html)II.A.2 Trends in equity gap:AY 2012 showed a 1% increase in the overall success rate of the ICS Targeted population compared to last year, from 64% to 65%. However, the increase in our Non-Targeted student success rate went from 80% to 82%, thereby increasing the equity gap. The following may be structural factors that contribute to the persistence of an equity gap for students taking ICS courses: ICS courses have no prerequisites, and only list Advisory courses, yet require significant, rigorous writing assignments as transfer level courses. Some ICS faculty report the following feedback from students on in-class surveys administered at the beginning of each quarter: 20-25% of students in courses do not meet the Advisory level of preparation. Students report not being able to get into LART, EWRT 1A, or ESL5 courses prior to or concurrently with ICS courses. Students consistently report taking ICS courses because they were recommended (even by advisors) as easy courses or personally interesting, which they may assume to be less academically rigorous. We may be seeing a disproportional increase in basic-skill level students enrolling in ICS courses. For instance, while there was only a 1% difference in the 19 or less population of students in ICS compared to the college population, significantly, 54% of ICS students in 2011-2012 were age 20-24, compared with only 46% of the overall campus population. Further research is needed to determine if these younger students taking ICS courses are disproportionately basic-skills level students. While ICS faculty may generally have culturally relevant course content and engaging pedagogy, they may not have the capacity to compensate for students lack of prior preparation in basic skills for college level work. Budget cuts/reductions in student services support to our most vulnerable populations.Refer to http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf, p.16. Briefly address why this has occurred.II.A.3 Closing the student equity gap:The following strategies will be continued in ICS, but now framed within the context of the revision of our Division Equity Plan, with a specific focus on strategies derived from the Faculty Engaged Learning Institute taking place this Summer. If the above factors have merit, ICS faculty may benefit from focused professional development on incorporating basic skills instruction into their course curriculum. ICS faculty may benefit from continued interaction and collaboration with the range of student support services on campus, including Learning Resources and the Counseling and Advising services, to be better positioned to connect students with these services as necessary. ICS faculty would benefit from continued and more focused departmental collaboration on developing a cycle of inquiry practice that involves examination of evidence of successful or not successful teaching practices, developing alternative strategies for success, applying these practices, and then examining and reflecting on the outcomes of these strategies to guide further practice. Regular meeting times to engage in this work should be structured into the departments academic-year calendar, at minimum in conjunction with division meetings. While there may indeed be a number of external factors that contribute to the persistence of the student equity gapsuch as a decline in the quality of secondary education received by students who are entering our program, the economic depression placing more stress on students personal/family life and/or requiring students to take on additional employment while enrolled full-time, etc.the ICS department is committed to focusing on those factors that are potentially within our realm of control to develop our capacity to better support our most disadvantaged students. 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: http://deanza.edu/gov/IPBT/program_review_files.html If a rationale for your strategies was not stated in the 2008-2009 CPRU, then briefly explain now. The following strategies will be continued in ICS, but now framed within the context of the revision of our Division Equity Plan, with a specific focus on strategies derived from the Faculty Engaged Learning Institute taking place this Summer. If the above factors have merit, ICS faculty may benefit from focused professional development on incorporating basic skills instruction into their course curriculum. ICS faculty may benefit from continued interaction and collaboration with the range of student support services on campus, including Learning Resources and the Counseling and Advising services, to be better positioned to connect students with these services as necessary. ICS faculty would benefit from continued and more focused departmental collaboration on developing a cycle of inquiry practice that involves examination of evidence of successful or not successful teaching practices, developing alternative strategies for success, applying these practices, and then examining and reflecting on the outcomes of these strategies to guide further practice. Regular meeting times to engage in this work should be structured into the departments academic-year calendar, at minimum in conjunction with division meetings. While there may indeed be a number of external factors that contribute to the persistence of the student equity gapsuch as a decline in the quality of secondary education received by students who are entering our program, the economic depression placing more stress on students personal/family life and/or requiring students to take on additional employment while enrolled full-time, etc.the ICS department is committed to focusing on those factors that are potentially within our realm of control to develop our capacity to better support our most disadvantaged students. II.A.4 Overall growth/decline in # students:While the college population declined by 1%, ICS showed an increase of 3% in AY 2011-2012. The data show that all of our population sub-groups increased, with the exception of Pacific Islander and Native American (and also those who Decline to State). However, in recent years there has been a steady decline in student enrollment in the Native American Studies area and may be due, in part, to the significant health issues faced by the lone FT faculty member (now retiring).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 During the 2011-2012 AY there were initial announcements that the campus would begin to review the practice of cross-listing of courses, and that discussion has continued into the current academic year. Members of the ICS faculty are concerned that a uniform cessation of cross-listing courses will not serve students and will negatively impact the departments enrollment. A discussion between ICS faculty and the VP of Instruction will take place in the Spring quarter of 2013 to find strategies to meet the needs of a college with reduced staff and also that of students who would want to take those courses who have their home in ICS.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 ImprovementWhile the ICS department did not show a narrowing of the equity gap as intended in the Main Area of Improvement in the Comprehensive Program Review, even with the significant physical and organizational transitions of the past two years due to a year-long moving out and back in (mid-year!) to the Multicultural Center, the absence of a dean for two quarters, and the transitioning in of new dean, the equity gap trend for this department is comparable to that of the overall campus. While we did not meet our (implied) goal of increasing the ranks of our Full-Time faculty who can be more integrally engaged in strategic planning, in the midst of campus-wide budget cuts we were successful in at least replacing a retirement in our African American Studies program, hiring a full-time faculty member who will teach in ICS as well as replace a retirement in the Spanish department, and, this year one of our ICS full-time faculty returned to full-time teaching (back from a three-year release to direct a major grant program). A significant initiative was launched this year to address the declining success rate and growing equity gap for African-ancestry students was the creation of the Africana Action Committee. This committee is a collaboration between our African American Studies department and the ý College Sankofa Scholars program. This committee, hosted in the IIS Division Multicultural Center, not only coordinates scheduling of programmatically relevant African American Studies courses with the Sankofa Scholars student cohort, it is also working with departments across campus to develop a broader systemic support network for our African ancestry students. Department wide, many ICS faculty members, both part-timers and new full-timers, have been active in campus workshops and conferences such as the Partners in Learning Conference, SLO convocation day, Impact AAPI, ICCE, Office of Diversity, and Office of Organizational and Staff Development events and workshops. However, success and retention for African American and Latino students continues to be a critical need for improvement. The faculty have begun discussions based on professional development training modules focused on Asian American and Pacific Islander students (produced by our IMPACT/AAPI program) and are applying the pedagogical principles to other Targeted groups. It is our intention to continue this professional development through a structured cycle-of-inquiry process focused on the retention and success of our target student populations. 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:N/ACareer 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:N/ACareer 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 Summary0Give 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 assessmentNONEState an enhancement that was enacted this year as a direct result of an assessment of a program level outcome. State PLO statement, enhancement and reason for choosing this enhancement. If none, write NONE.III.B.1 SLOAC SummaryNot Available.Give the percentage of Student Level Outcome statements assessed to date. Run report entitled CIS SLOAC work and scroll to the bottom of the report for counts. Then calculate #(Reflections & Analysis + #Archived from ECMS) /#SLO statement times 100. This percentage may be over 100% or 0%. All courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.B.2 Enhancement based on SLOAC assessmentNONE.State an enhancement that was enacted this year as a direct result of an assessment of a student learning outcome IV. A Budget TrendsWith the elimination of Material Fees may adversely impact teaching and learning in some of our courses. We will need to offset this loss in funding through the augmentation or full preservation of our B-budget to keep from having an adverse impact on the quality of instruction.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 TrendsThe ongoing budget reductions, resulting in fewer staff to sustain the back office work necessary for operating an effective instructional program, has resulted in attempt to the reduce labor hours incurred by cross-listing courses by eliminating the practice of cross-listing. This budget-related consequence may have an unintended impact of further reducing enrollments in courses that get uncross-listed. We are currently in dialog with our VP of Instruction to look at strategies that can help us meet needs for relief of work load, and also for maintaining strong enrollment in our cross-listed courses. 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 NeededReplace due to Vacancy.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:We have recently been given notice that our sole FT faculty member in the Native American Studies department is retiring after more than 30 years. This program has suffered the past several years due to numerous issues, including serious health issues faced by this instructor that significantly impacted the program. The Native American studies program at ý College was once highly enrolled and regarded across the country, and served the significant, but nearly invisible, Native American population in the region. At a time when Ethnic Studies programs across the country are under attack, it is crucial that we replace this position to preserve the integrity of our ICS program and demonstrate our commitment to historically marginalized communities.If there is a request for one or more new faculty state the SLO/PLO assessment data, reflection, and enhancement that supports 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 NONEA 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, QuantityN/ADescription 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 JustificationN/AWho 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 RequestN/AName 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 JustificationN/AWho 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 AugmentationICS (as part of the IIS Division) asks for no augmentation, but simply requests that its current level of B Budget remain stable.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 NeedsNo external staff development required.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 plansN/AHow do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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