ࡱ>  Qbjbj +̟̟EHB, , 2228=22<I-4(U44444d5d5d5HHHHHHH LN>Hd5d5d5d5h5H744H777l544H7d5H77}BhCpzP2l6NBC H0IBN7N C7Cd5d5d522, :    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: Mandarin DepartmentI.A Program Mission Statement:To offer introductory and intermediate level curriculum in the language and culture/contributions of Mandarin-speaking world areas, with focus on developing accuracy and fluency in the (oral/written/culturally appropriate) communication skills 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 Mandarin-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 and 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: 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 populationsThe percentage of the students of African Ancestry who enrolled in the Mandarin program was 1% for three years (2009-2010, 2010-2011, 2011-2012). However, the percentage of the Latino/a students who enrolled in the Mandarin program was 2% (2010-2011) and increased to 6% (2011-2012). The Latino/a students increased 4% in three years. The percentage of the Filipino/a students who enrolled in the Mandarin program was 1% (2010-2011) and increased to 2% (2011-2012). The number of Filipino/a students increased from 12 (2010-2011) to 23 (2011-2012). The rate of withdrawing was 17% (2010-2011) and decreased to 15% (2011-2012). The decline appears to coincide with different factors: students opted to work instead of staying in school; higher tuition; number of sections being cut. 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:Student success rate for African Ancestry students in Mandarin was 73% (2010-2011) and declined to 54% (2011-2012). Student success rate for Filipino/a students in Mandarin was 68% (2010-2011) and increased to 91% (2011-2012). Student success rate for Latino/a students in Mandarin was 70% (2010-2011) and increased to 81% (2011-2012). The data from the past two years strongly shows that the Mandarin Program made extraordinary progress towards closing the student equity gap for the targeted groups of Filipino/a students and Latino/a students. The success rate for targeted groups increased from 70% (2010-2011) to 80 % (2011-2012). The non-success rate for targeted groups was 17% (2010-2011) and declined to 5% (2011-2012). 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 Mandarin Department has continually worked with local non-profit organizations to host different series of workshops for the past five years to provide Chinese teacher trainings for cultural competency, update curriculum, instructional methods, assessment tools and technology usages to better serve students from different cultural and ethnic backgrounds. We also worked with the local non-profit organizations to host Chinese karaoke singing competitions and video contest for students who are learning Mandarin at ý College starting three years ago. We just finished our recent karaoke singing competition and the video contest will be held in May. Faculty in the Mandarin Department are working on how to better align with the curriculum for different levels of Mandarin courses and sharing our teaching methods and activities to be more effectively adopted in the classroom and also working on how to create a better learning community to serve students different needs. Moreover, in order to close the student equity gap, especially for African Ancestry students, we must increase targeted groups' academic orientation and performance. We also need to provide academically successful role models, publicly recognize achievement, and encourage our faculty to infuse multicultural perspectives into the academic curriculum. The schools, in turn, need to develop strategies to help them learn to be academically self-motivated and persistent.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:In the past two years, the number of students that enrolled in Mandarin courses fluctuated from 1,071 (2010-2011) to 979 (2011-2012). The number of sections reduced from 50 (2010-2011) to 40 (2011-2012). The Mandarin Department has responded positively to the institutional goal of increased student success. The success rate increased from 85% (2010-2011) to 87% (2011-2012). The decline appears to coincide with three different factors: students opted to work instead of staying in school, higher tuition; pre-requisite requirements; number of sections being cut. 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 Due to budget issues, the cut off day for the classes with lower enrollment has continuously become earlier before the quarter starts. The pre-requisites which had become effective last fall also strongly impacted 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 intermediate level classes have been offered online partially to serve more students. Mandarin 5 and Mandarin 6 have been set up as hybrid classes (2009-2010) and have been offered successfully attracting more students to enroll. These courses surely result in higher retention and success rates. Furthermore, the Mandarin Department has proposed the Certificate of Achievement and the Certificate of Achievement-Advanced in Mandarin to the Curriculum Committee and both Certificates were effective in fall 2012. The goal of these two Certificates is to attract more students to complete all of the courses. Currently, faculty in Mandarin Department are working on the project of standardized curriculum to better align for different levels of courses and to explore and adopt more online resources. We are also working on how to build a learning community effectively to attract more students and to support them in learning from different perspectives. We completed the SLOAC for all the courses that we offered for the first cycle. We will continuously work on the SLOAC and PLOAC. 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 SummaryWe have completed the first cycle of our PLOAC (100%). We will continuously work on how to better assess our program by using different methods, make comparisons and furthermore, align together with ICC goals. 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 SummaryWe have completed the first cycle of our SLOAC (see #Archived from ECMS; 100%). We need to slightly revise the cultural part of our SLOs so it can be more easily assessed. All the world languages have the same student learning outcomes so we have to work together with the faculty from World languages to revise the outcome regarding cultural parts. We still need facilities or a lab to help us better serve and assess our students on the listening and speaking portions. Using the language lab, faculty can easily assess students on their listening and speaking portions.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 class material fees will cause us a problem. B budget is not enough to cover the material fees. 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 pre-requisites which had become effective last fall strongly impacted enrollment. Enrollment declined especially for the intermediate level of courses because of the pre-requisite requirement. 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 $1,000 A 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, QuantityThree to four laptops (over $1,000) needed to be kept in MCC to let students take placement tests for prerequisite requirements. The items are new and technology related. 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 JustificationThis request emanated CA mandates to verify prerequisite in world languages. These placement tests can only be taken online. We need laptops in MCC so student can have physical space to take the exam. Though there are computers in MCC, they are assigned to faculty and staff. We are in the progress for placement tests to clear the prerequisite and we need laptops to help us for the placement tests.  V. A.7 Facility RequestMedia Learning Center does not provide language lab for any of the language programs. We need a lab for students to practice speaking and listening and to take the placement test. If we have a lab, it will be easier for students to better practice speaking and listening and to take the placement tests. These are all directly related to SLOAC and PLOAC. The potential space for the lab could be in rejuvenated 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 JustificationWho 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 AugmentationCampus-wide elimination of class material fees will cause us a problem. B budget is not enough to cover the material fees. We need more money in B budget for photo copies of exams. 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 NeedsWe need compensation for part-time faculty to be involved in SLOAC and PLOAC. We also need Banner trainings for prerequisite faculty to access transcripts and be able to clear prerequisite in a short period of time. 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 plansAdjunct faculty will get more involved in PLOAC and SLOAC. Prerequisite clearing process will be simpler and easier through placement tests and faculty access to the banner. How do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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