ࡱ>  gbjbj 7eee^? nnnnn8\624AE 96;6;6;6;6;6;6,9<Jg6n  g6#nn|6### `nn96# 96##%45v+n)"4%66064<#<,5#n54 g6g6# 6< 4:    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 CPR boxes on TracDat under Department Tab -> General Subtab. Save this word doc in the following format: s14cpr_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:pappemary@fhda.edu" pappemary@fhda.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:  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html 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  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html 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  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html 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 (2010-2011, 2011-2012, 2012-2013). The percentage of the Latino/a students who enrolled in the Mandarin program was 6% (2011-2012) and 5% (2012-2013). The percentage of the Filipino/a students who enrolled in the Mandarin program was 2% (2011-2012 and 2012-2013). The success rate for targeted groups increased from 70% (2010-2011) to 80 % (2011-2012) and declined to 75% (2012-2013). The success rate for targeted groups (75%) exceeds the success rate of ý College (68%) and of the IIS Division (63%) in 2012-2013. 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 2008-09 through 2012-13 available at:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html )II.A.2 Trends in equity gap:Student success rate for African American students in Mandarin was 54% (2011-2012) and increased to 86% (2012-2013). Student success rate for Filipino/a students in Mandarin was 91% (2011-2012) and declined to 87% (2012-2013). Student success rate for Latino/a students in Mandarin was 81% (2011-2012) and declined to 69% (2012-2013). The success rate for targeted groups increased from 70% (2010-2011) to 80 % (2011-2012) and declined to 75% (2012-2013). The non-success rate for targeted groups was 17% (2010-2011) and declined to 5% (2011-2012) but increased to 13% (2012-2013). The success rate for targeted groups (75%) exceeds the success rate of ý College (68%) and of the IIS Division (63%) in 2012-2013.Refer to  HYPERLINK "http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf" 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 success rate for targeted groups (75%) exceeds the success rate of ý College (68%) and of the IIS Division (63%) in 2012-2013. However, there is still a 14% equity gap between our targeted and non-targeted students that must be reduced. We have been working 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 four years ago. We will resume our recent karaoke singing competition and the video contest will be held in May. Faculty in the Mandarin Department are still 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 Latino/a and Filipino 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:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html If a rationale for your strategies was not stated in the 2008-2009 CPR, then briefly explain now. II. A.4.a.Plan if success rate of program is below 60%Not applicableIn accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf If course success rates in your program fall below 60%, what are the departments plans to bring course success rates up to this level?II. A.4.b. Plan if success rate of ethnic group(s) is below 60%Not applicable In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf Are success rates by ethnicity at or above 60%, if not, what are the departments plans to bring the success rates of the ethnic group(s) up to this level?II. A.4.c.Resources needed to reach institutional standardIn accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf What resources may you need to bring the success rates of the program or ethnic group(s) up to the institutional standard?II.A.5 Overall growth/decline in # students:In the past two years, the number of students that enrolled in Mandarin courses fluctuated from 979 (2011-2012) to 774 (2012-2013). The number of sections reduced from 40 (2011-2012) to 36 (2012-2013). 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) and to 88% (2012-2013). 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. We offered much less sections and cut a combination course (MAND 4, 5 and 6). The pre-requisites which had become effective two years ago also strongly impacted enrollment. Campus-wide elimination of class material fees caused us a problem. Some of the students couldnt afford to purchase copies from the printing service. Students were having hard time to keep tracking on the digital materials. Some of them have no printers at home. They used phone to check for the tiny prints instead of getting copies. This disturbed the class environment. 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. Both Certificates are under state pending. The goal of these two Certificates is to attract more students to complete all of the courses. Currently, faculties in Mandarin Department are still 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 and PLOAC for all the courses that we offered for the first cycle. 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:NACareer 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:NACareer 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 are continuously working 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 still 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 TrendsPlease refer to Deans summary for the IIS Division. The elimination of Class Materials Fees certainly impacted 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 printed 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 NeededNone needed unless 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:NAIf there is a request for one or more new faculty state the SLO/PLO assessment data, reflection, and enhancement that support 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. 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. Lack of available language lab and/or assessment facilities. For example, the new Media and 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 doesnt guarantee space and/or availability.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 JustificationIntended users of the equipment: prospective students of Mandarin 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 (WebCAPE) that has already been piloted and calibrated, to be implemented by the end of Spring 2014, thanks to a donation by a community member who has pledged to pay [for several years] the set up & maintenance fees. Intended location of the equipment: The Multicultural Center. Impact on program without the equipment: The driving reasons behind this equipment request are: the lack of access to a language lab on campus (MLC / ATC) and not knowing if there will be availability at the Assessment Lab to schedule/conduct Spanish language placement testing. We now 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 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 Mandarin courses (and their instructors) prospective Mandarin 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 Mandarin 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. 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? 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