ࡱ>  Ibjbj +̟̟Z@B> > 222822<H3(44S4S4S4.5.5.5HHHHHHHKLNH.5.5.5.525H7S4S4H77765`S4S4H7.5H77YBhqCoq)O26BC H0HBHO7HO qC7qC.5.5.522> :    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: FrenchI.A Program Mission Statement: The French Department offers introductory and intermediate level curriculum covering language and cultures/contributions of the French-speaking world, with focus on developing accuracy and fluency in the oral, written, culturally appropriate communication skills established by the American Council on the Teaching of Foreign Languages (ACTFL). The program strives to serve transferring students, those who wish to fulfill career objectives, and those who wish to deepen a sense of functionality and/or belonging within French-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.Basic skillsBasic 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: http://research.fhda.edu/factbook/deanzadegrees/dadivisions.htm 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 http://research.fhda.edu/factbook/deanzadegrees/dadivisions.htm 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 http://research.fhda.edu/factbook/deanzadegrees/dadivisions.htm 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 populations2011-12 success rates for targeted groups declined from 2010-11, as was also true for the entire IIS Division. However, the overall success rate of all targeted groups in 2011-12 in the French Department was only 1% below that of the entire College. With only one exception, success rates of the individual targeted groups in French were equal to or higher than those of the IIS Division and of the whole College. (Exception: Filipinos, who had a 2% greater success rate college-wide than in the French Dept.) 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: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:Since Fall 2012 we have been enforcing prerequisites. We anticipate that more careful monitoring of whether or not a student is prepared for the language level that s/he has selected should help to close the equity gap, however, we do not yet have data reflecting success rates for 2012-13. The Media Learning Center opened in Fall 2012, however no French sections have been assigned to that building, so at this point no comment can be made about its use in helping to close the equity gap, as was anticipated in the 2011-12 APRU.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. II.A.4 Overall growth/decline in # students:Our overall enrollment has declined since the previous year. Budget cuts resulted in a 15% decrease in the number of French sections offered in 2011-12, as compared to a 1% decrease campus-wide.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 We anticipate that the implementation of prerequisites will result in decreased enrollments, due to students not meeting deadlines for gaining clearance, or due to their inability to document what may be genuine proficiency. Since we did not begin enforcing prerequisites until Fall 2012, we do not yet have data to analyze. In addition, the cut-off dates for meeting the minimum enrollment of 20 in order to keep sections alive precede the last day of the colleges official enrollment periods. Students are unaware of these actual deadlines, and trust that they have more time to register than they really do. This puts more sections at risk of being cancelled, even though they would meet and exceed those minimum enrollments if students were allowed to continue to enroll until the officially advertised registration deadline.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 ImprovementLack of funding continues to prevent us from having the in-class instructional assistants that we advocated for in our 2008-09 Comprehensive Program Review. No French sections have been assigned to the Media Learning Center, as noted above (II.A.3)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 Summary0%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 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 Summary92% archived from ECMS. As of 5/1/13, SLOACs have been completed for 100% of the French Departments SLOs, in all six levels of French that are offered. 22 of the 24 SLOACs have been archived from ECMS. The remaining 2 were completed and entered into TracDat on 5/1/13.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 assessmentNONEState 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 TrendsCampus-wide elimination of materials fees poses major problems, as our Divisions budget is not sufficient to cover the cost of printing handouts, of which there are many in most world language classes. 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 the Deans summary.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 NeededA 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 supports this need.V. A.3 Staff Position 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 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, Quantity3-4 laptop computers, as new items, to keep in the Multicultural Center, to allow students to take world language placement exams, a vital tool for complying with the State of Californias requirement that we now verify and enforce prerequisites. IIS will be receiving a generous donation of the testing programs software and of the set-up charges and annual maintenance fees, but it is not clear that the Division will be allotted space in the Assessment Centers lab for students to take the world languages placement exams. Computers already in the MCC are designated for use by adjunct and full-time faculty. It is not feasible that they also be used for student placement exams.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 JustificationWe need a computerized method of assessing and placing our world languages students. The continuation of our current assessment methods for determining whether prerequisites have been satisfied (individual interviews, administration and hand-grading of written exams) is not sustainable, as it creates an excessively unreasonable demand on the assessors time.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 RequestMedia Learning Center: a member of the IIS Division was on the MLC committee throughout thedesign of the building. IIS was promised that the MLC would have a language lab for World Languages classes to use. Lab space in the MLC has not been provided to any of our world language programs. With the implementation of computerized placement exams, if we cannot have laptops for testing in the MCC, we need to have designated computers either in the Assessment Center, or eventually in the newly renovated ATC.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 JustificationStudents must take these placement exams in a proctored environment. Without a designated space for so doing on campus, these exams cannot be administered.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 AugmentationAugmented B Budget to cover the cost of photocopying exams. For obvious ethical and security reasons, exams cannot be printed out by students at home.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 NeedsCompensation for adjunct faculty involved in SLO work. Banner training for pre-req clearance assessors, in order to access transcripts. Such training would probably not require any funds.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 plansThe resources requested above will expedite prerequisite clearances and placement of students at the appropriate language levels, they will bring more involvement of adjunct faculty, and they will instruct faculty in Banner. It may not be possible to assess these benefits quantitatively, but they will surely provide a qualitative enhancement of faculty productivity that will be very evident.How do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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