ࡱ>  tbjbj +X̟̟ckC4 4 g8g8g888+9TZ:(:4:::;; ;=Z?Z?Z?Z?Z?Z?ZN]_D?Z;;;;;?Z<::TZ<<<;p::=Z<;=Z<<6RMU/JQg8X<pSiUjZ0ZS4`<4`8MU<MU;;;!g8g84 ! U:    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: SpanishI.A Program Mission Statement:To offer introductory and intermediate level curriculum on the language and cultures/contributions of Spanish-speaking world areas, with focus on developing accuracy and fluency in (oral/written/culturally appropriate) communication skills, as 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 Spanish-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/Technical, 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 populationsEnrollment figures remained the same for African American students (4%) and Pacific Islanders (1%), and increased slightly for Filipinos (from 4% to 6%). There was, however, a noticeable enrollment increase for Latinos (from 16% to 29%). As for retention data, theres a slight decrease in withdrawal rates for African Americans (2%) and Latinos (4%), but a withdrawal increase of 4% among Filipinos and 6% among Pacific Islanders (4/12 students). For all targeted populations in the Spanish Dept, there is improvement in course success statistics: an overall 2% decrease in withdrawal rates, a 2% decrease in non-success and a 4% increase in success. 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:The overall equity gap (success rate of targeted vs. not targeted populations) has been reduced in the Spanish Dept from 8% in 2010-2011 to 4% in 2011-2012. The individual targeted groups had similar success ranking in 2011-2012 and in 2010-2011, but the previous gap between Latinos and Filipinos is now non-existent: they share the same rate (78%). On the other hand, Pacific Islander and African American success rates have decreased by 14% and 9%, respectively. Please note: since the number of Pacific Islander students in the Spanish Dept is so small (N=12), the reported decrease from 64% to 50% may not necessarily be a statistically significant trend. 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:When comparing departmental success statistics for all targeted populations to the corresponding division figures, the Spanish Dept has a lead in closing the equity gap: a slightly higher success rate (75% vs. 67%), a lower non-success rate (19% vs. 13%), and a slightly lower withdrawal rate (12%. vs. 14%). In comparison to last year, the Spanish Dept shows a 4% increase in the success rate of Filipinos (identical at the division level), a 6% increase among Latinos (c.f., 3% division increase), but a 9% decline in success among African Americans (c.f., 1% division increase in success from last year). For Filipinos, the success rate in the Spanish Dept is higher than the division by 2% and also higher than the college by 5%. For Latinos, the departmental success rate is 11% higher than the division and 10% higher than the college. For African Americans, however, the success rate declined and is now 4% less than the division and 11% less than the college. As for progress made since 2008-2009 to close the equity gap, the Spanish Dept reports: (1) As of fall 2012, Rubn Abrica-Carrasco filled the new split-teaching position in Spanish and Latino / Chicano Studies to serve as a bridge for Latino students to enroll in Spanish classes. In addition, the Spanish Dept continues: (2) to have ties and collaboration with the LEAD Program, which attracts Latinos to Spanish courses; (3) to mentor students of targeted populations through informal, one-on-one interactions with our FT and PT faculty, who represent a variety of age, country of origin, and cultural backgrounds; (4) to infuse the Spanish curriculum with validation of targeted groups (African, indigenous, Filipino) as contributors in shaping the cultures of the various Spanish-speaking countries (including the U.S.) (5) to have multiple copies of our textbook on Library Reserve, with instructors also loaning their personal copies to students and/or providing photocopies for weeks 1-3 of the quarter; (6) to post materials on accessible, free of charge sites such as email, Course Studio; (7) to create Course Readers as cost effective alternatives to adopting a textbook for the second year series (SPAN 4-5-6).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:Just like in last years report, the decrease in overall enrollment in the Spanish Dept matches the figure observed within the IIS Division: 9% in 2010-2011; 4% in 2011-2012. Even though in 2011-2012 the department experienced more reductions in the number of sections offered (8%) than the division did (5%), departmental productivity (1%) was higher than the divisions (0%).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 The Spanish Department has been or will be affected by the following internal/external regulations: Course offerings in summer 2012 were significantly reduced as a response to budget cuts. For the first time, the following staple summer courses were NOT offered. second year series SPAN 4-5-6 two-week intensive versions of SPAN 1, SPAN 2, and SPAN 3 Throughout AY 2012-2013, more budget-driven course reductions were applied and/or continued. Elimination of Spanish for the Medical Professions series (SPAN 110A-B-C) Less frequent offerings of second year series SPAN 4-5-6 Continued suspension of two-year conversation course series (SPAN 60ABC & SPAN 61ABC) since winter 2010. The enforcement of earlier cancellation cut-off dates during the registration period continues to affect Spanish courses that would otherwise acquire more vigorous enrollment during weeks 1-2 of each quarter. In Spring 2013, for example, the only morning section of SPAN 2 was cancelled, thus leaving no options available for students who work in the afternoon and evening. The state-mandated enforcement of prerequisite courses became effective for the Spanish Dept as of summer 2012, causing extreme disruption and delay for faculty in the fulfillment of their primary duties during final exams week and the ensuing days of final grading. (The only two full-time faculty members in the department did all of the clearances.) During the rest of AY 2012-2013, very few students submitted their clearance paperwork with ample time, and thus faculty were consistently subject to extreme disruption in their primary duties during peak times at the beginning and the end of each quarter. The upcoming elimination of Class Materials Fees will certainly impact all World Languages programs, since the division B-budget cannot sustain the amount of photocopying that is needed for handout materials (e.g., study guides, project rubrics, worksheets) given to students on a regular basis. Not all students print the electronic documents that instructors post on Course Studio or send by email through My Portal. And not all students have the financial resources to buy rather pricey custom course packets from Printing Services in addition to buying the textbook.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 departments main areas for improvement in 2008-2009 focused on closing the equity gap, and a detailed discussion is provided above in the section Closing the Student Equity Gap.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 assessmentNone.State 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 Summary9 + 4 / 51 x 100 = 25.49% Please note that the SLO statements for the following courses have never been assessed because those courses stopped being offered (due to budget cuts) at around the same time the SLO statements were created: SPAN 60ABC (3 SLOs per course), SPAN 61ABC, (3 SLOs per course) SPAN 110BC (3 SLOs per course). Also note that due to excessive delay in porting ECMS data to TracDat, we lost and need to re-enter the SLO work that had been done for SPAN 4-5-6: 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 assessmentCourse: SPAN 3 SLO: Demonstrate a somewhat consistent working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, a more complex/abstract range of information relating to high-frequency situations in familiar contexts. Date of assessment: Fall 2010 Enhancement: modification of the tools given to students to prepare for the end-of-the-quarter oral interview. Explanation: in the past, instructor would give students a comprehensive list of questions (and an accompanying MP3 recording) to study 1-2 weeks prior to an interview during which they would have no access to any notes or written materials. Students did well in all areas of assessment (comprehension, pronunciation, ability to make themselves understood), but could use improvement in the structural accuracy of their responses. The enhancement consisted of breaking down the list of questions by chapter and giving students the list in installments throughout the quarter, immediately upon completion of each chapter, along with a matching MP3 recording of the questions. This breaking down of the task into smaller, more feasible steps was adopted to give students an immediate chance to experiment conversationally with the structures they had just learned. The goal was to gradually increase structural accuracy in conversational settings by giving the structures ample time to mature and sink in and become part of the students repertoire. Adoption of enhancement: Winter 2011 This enhancement was also adopted for SPAN 1 and SPAN 2.State 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 TrendsPlease refer to Deans summary for the IIS Division. As noted elsewhere (II.B), the upcoming elimination of Class Materials Fees will certainly impact all World Languages programs, since the division B-budget cannot sustain the amount of photocopying that is needed for handout materials (e.g., study guides, project rubrics, worksheets) given to students on a regular basis. Not all students print the electronic documents that instructors post on Course Studio or send by email through My Portal. And not all students have the financial resources to buy rather pricey custom course packets from Printing Services in addition to buying the textbook.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 Deans summary for the IIS Division.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:For decades prior to 2010, the Spanish Dept had always had three FT faculty members. In fall 2010, however, that number went down to two with the retirement of Cristina Moreno. The remaining two faculty members stayed onboard until spring 2012, when one of them (Jorge Gracia) retired. In fall 2012, the IIS division hired a partial replacement for the position left vacant in 2010: 1st year probationary faculty Rubn Abrica Carrasco has a split position in the Spanish Dept (60%) and Chicano/Latino Studies (40%). The department must now accomplish more but with significantly fewer FT members. For example, by summer/fall 2012, we had to design and implement a system for prerequisite clearance to serve over 1,000 students. Given the pressure to have at least 35 students enrolled in each language section, were also spending more time and energy in crafting/implementing enrollment-boosting strategies and in maintaining cohorts of students across the SPAN 1-2-3 and SPAN 4-5-6 series. We spend fostering retention of students in target populations. Were behind in conducting regular evaluations of adjunct faculty and in assessing SLOs and PLOs. We also need time to foster opportunities for dialogue and joint professional growth with our adjunct colleagues. We clearly need a FT colleague to replace the position left vacant in spring 2012.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, QuantityNew, technology-related items: 3-4 laptop computers to be shared by the French, German, Mandarin, Russian, and Spanish departments. Wont require new or renovated infrastructure. Intended destination (MCC building) already has wireless access. Request for this equipment comes as a result of several logistic factors: adoption of an online language placement exam to aid in the processing of prerequisite clearances in the languages above listed. Lack of computers in the MCC building to support this kind of use. Please note that existing MCC computers are only for faculty and staff use. Lack of available language lab and/or assessment facilities. For example, the new Media Learning Center doesnt have any designated space for language lab use. The ATC language lab isnt always available, since a number of instructors in other disciplines reserve it as a classroom. Lastly, the Assessment Lab where English and Math placement exams are held may not be able to guarantee space and/or availability as needed by the various World Languages departmentsDescription 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 JustificationIntended users of the equipment: prospective students of French, German, Mandarin, Russian, and Spanish whose prerequisite clearance process requires testing and/or verification of language skills (e.g., students may lack transcript evidence or they may have taken prerequisite courses too long ago). Intended use of the equipment: to enable students to take the online, language placement exam that will be implemented by the end of Spring 2013, thanks to a donation by a community member who has pledged to pay [for several years] the set up & maintenance fees for the WebCAPE exam, which is available only in the languages above mentioned. Intended location of the equipment: MCC building. Please note that existing computers in MCC are for faculty and staff use only. Impact on program without the equipment: As mentioned in V.A.5 above, the driving reasons behind this equipment request are: the lack of access to a language lab and not knowing if there will be availability at the Assessment Lab to schedule/conduct World Languages placement testing. We will soon have an online tool to conduct language testing but if we have no designated hardware in our home base (MCC) to facilitate the testing, the result will be detrimental to the program: the prerequisite clearance process will continue to be slow and cumbersome for students who need testing. Note that the average faculty-student contact for scheduling, conducting, and grading one-on-one, traditional pencil and paper tests is between 2-5 hours. (See further explanation in V.B.3). 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 RequestWorld Languages departments request language lab space, either in the Media Learning Center or in the newly renovated ATC. In the past, access to the ATC language lab was quite difficult: one was required to schedule dates/times at the beginning of each quarter and compete with other departments that were booking the lab for non-language related courses (e.g., psychology). 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 JustificationUsers of this facility: students enrolled in all levels of Spanish courses (and their instructors) prospective Spanish students taking the online language placement exam Access to a language lab is one of the most basic requirements for successful experimentation with the sounds of the language (both recognition and production) and for instructors to monitor student progress in these areas. It is really a shame that the World Languages Departments have been without a language lab for so long. In the planning stages of the Media Learning Center, the IIS Division had Spanish instructor Cristina Moreno on the committee, representing the interests of World Languages faculty. Colleague Moreno retired suddenly in 2010, and whatever progress she had made in procuring us with appropriate space went down the drain. The Media Learning Center is now fully functional and there is no designated space for language lab activities.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 AugmentationPlease refer to the Deans summary for the IIS Division. Need more funds in B-budget for photocopying exams and quizzes.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 NeedsThe Spanish department has identified two staff development needs: Absolute lack of adjunct faculty involvement in SLO process may change if compensation is available for those who participate. Limited Banner training would be beneficial to faculty involved with prerequisite clearances, in order to access student transcripts. This would expedite the processing of requests from students who dont have transcripts at hand and who sometimes dont follow through on the clearance process because of the hassle of soliciting transcripts from the institutions where they pursued their prerequisite work. 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 plansIf adjunct faculty is granted compensation to participate in SLO/PLO processes, the results of their involvement will be highly visible and easy to track. If granted the requested laptop computers, the various language departments will be able to conduct placement exams in a prompt and convenient manner which will in turn expedite the processing of prerequisite clearances and perhaps increase the number of students who complete the language assessment process. A 20 minute placement exam will save both students and instructors the average 2-5 hours per student that it normally takes to assess their level (emails, setting an exam date and time, proctoring the exam, grading the exam, administering another exam for a lower level class when students fail the exam for their target level, etc) Receiving Banner training to locate student transcript information will expedite the processing of prerequisite clearances. This may possibly increase early enrollment and result in less cancelled courses.How do you plan to reassess the outcomes of receiving each of the additional resources requested above? Submitted by: Carmen M . Lizardi-Folley (PE-667, x8679) HYPERLINK "mailto:lizardifolleycarmen@fhda.edu"lizardifolleycarmen@fhda.edu Rubn Abrica Carrasco (MCC, office 14g, x5762) abricacarrascoruben@fhda.eduAPRU writers name, email address, phone ext.Last Updated:05-07-2013Give date of latest update (Set next box to YES when done and ready for Dean review).     ý College Annual Program Review Update- Spring 2013 PAGE  PAGE 11  TIME \@ "MMMM d, yyyy" May 15, 2013 ý College Annual Program Review Update-revised 4-14-12 Spring 2012     4 5 6 M T U V W [ v ĿȬᛇvvvo`No#hU+h5CJ OJQJ^JaJ h5CJ OJQJ^JaJ hVF0h!h5CJKHOJQJ^JaJ'hVF0h5CJKHOJQJ^JaJ hjhCJOJQJ^JaJ$hVF0h0JCJOJQJ^JaJ h*hjhU h5cjhCJOJQJ^JaJhCJOJQJ^JaJ hVF0hCJOJQJ^JaJ  + 5 6 Mkd$$IflFL$ ~6  t027    44 lapd$Ifgd dgd6 ; L M U V W v TFd$Ifgdkd$$IflFL$ ~6  t027    44 lap$d$Ifa$gd wx~9:@n)*+WXY_G︪}lYK *h\#hCJPJaJ$hVF0h0JCJOJPJQJaJ hlhCJOJQJ^JaJ$hx?DhCJOJPJQJ^JaJhCJOJPJQJ^JaJhCJPJaJ *hx?DhCJPJaJ hVF0hCJOJPJQJaJhCJOJQJ^JaJ hVF0h hx?DhCJOJQJ^JaJ 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