ࡱ>  y1bjbjaa 7":(> zzzzz85(4>\p p5r5r5r5r5r5r5,8;P5z|||5zz45|zzp5|p5&12R1\55051;;,22&z3D|||55|||5;||||||||| @:   Instructions: The first column below matches key words in TracDat where you will enter the requested information. The second column fully describes the information that the IPBT is requesting. It also represents the information you would see if you pressed the help button (a question mark) by each box in TracDat. The third column is where you can input your data/responses at this time. You will be able to copy and paste or type in your information from the third column directly into the TracDat boxes. Save this Word doc in the following format: sp2016cpr_deptname. Last steps: ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. Upload a copy of this document into the Trac Dat, Documents file. Also upload the Program Review Data sheet(s). If you have questions, please refer to your workshop handout ( HYPERLINK "http://www.deanza.edu/slo/tracdat.html" http://www.deanza.edu/slo/tracdat.html) or contact:  HYPERLINK "mailto:pappemary@fhda.edu" papemary@fhda.edu. Section I: Overall program description (including CTE) Section II: Overall student enrollment and success Section III: Equity Section IV: Assessment Cycle Section V: Resource requests In TracDat. Limit narrative to 100 words; bullet points encouraged Information RequestedExplanation of Information Requested. ? TracDat Help button will reveal the same cues (sorry no hyperlinks)Input your answers in columns provided. Note: reference documents can also be attached. Make sure to note the name of any reference documents in your explanations. Program DescriptionDepartment Name: FrenchProgram 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. PLO1: Demonstrate a sustained command of vocabulary and language structures necessary to spontaneously and accurately request and provide information, orally and in writing, about a wide variety of topics. Related ICC = Communication and Expression. PLO2: Derive meaning from increasingly abstract texts, to interpret a wide range of subtleties of the structure and content of the text. Related ICC = Communication and Expression. PLO3: Compose lengthier and more accurate discourse about familiar topics to reflect a sustained command of vocabulary and language structures. Related ICC = Communication and Expression. PLO4: Demonstrate a steady grasp of the subtleties in the idiosyncrasies of French-speaking cultures, by analyzing and comparing the to ones own culture(s). Related ICCs = Critical Thinking; Global, Cultural, Social, and Environmental Awareness.I.A.1What is the Primary Focus of Your Program?TransferI.A.2Choose a Secondary Focus of Your Program.Career/Technical, personal enrichmentI.B.1# Certificates of Achievement AwardedI.B.2# Certificates of Achievement-Advanced Awarded:I.B.3# ADTs (Associates Degrees for Transfer) AwardedI.B.4# AA and/or AS Degrees Awarded:I.C.1 CTE Programs: Impact of External TrendsI.C.2CTE Programs: Advisory Board Input: I.D.1Academic Services and Learning Resources: # Faculty Served I.D.2Academic Services and Learning Resources: # Students ServedI.D.3Academic Services and Learning Resources: # Staff Served I.E.1Full Time Faculty (FTEF) 1.0I.E.2# Student Employees I.E.3Full-time to Part-time ratio % of Full -time Faculty Compared to % Part-time Faculty Teaching(-10%) I.E.4# Staff EmployeesI.E.5Changes in Employees/ResourcesEnrollmentII.A.1Enrollment Trends No significant changes. There has been a marginal increase in enrollments over each of the last three years. II.B.1Overall Success Rate No significant changes. Fluctuations have remained within a 4% range for non-success rates over the past three years (9% in 2012-13, 13% in 2013-14, and 11% in 2014-15)II.B.2Plan if Success Rate of Program is Below 60% N/AII.CChanges Imposed by Internal/External Regulations EquityIII.AGrowth and Decline of Targeted Student Populations Enrollment of targeted student populations has remained essentially even over the past 3 years (229 in 2012-13 versus 230 in 2014-15.III.BClosing the Student Equity Gap: World Languages are now enforcing prerequisites, and it is anticipated 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 it is too early for data to be reliable enough to tell us if this is affecting success rates of targeted groups. The Media Learning Center opened in Fall 2012, however no French sections have ever been assigned to that building, so no comment can be made about its use in helping to close the equity gap, as had been anticipated in prior APRUs. The Multicultural Center serves as a gathering place for students to work together, which may be playing a role in academic motivation and support, although it is not possible to gather data to confirm this.  III.CPlan if Success Rate of Targeted Group(s) is Below 60% The only targeted group with a success rate of below 60% in French are Latino/a students, with a 58% success rate in 2014-15. Progress has been made since 2013-14. Success rates are up 2%, and non-success rates are down 7% from last year.III.DDepartmental Equity Planning and ProgressNon-success rates for all targeted groups are down from last year: 6% decrease in non-success rates for African Americans, 4% decrease for Filipinos, and 7% decrease for Latino/a students. Assessment CycleIV.ACycle 2 PLOAC Summary (since June 30,2014)No Data Returned when report was run. IV.BCycle 2 SLOAC Summary (since June 30, 2014)33%Resource RequestsV.ABudget TrendsPlease refer to Deans SummaryV.BFunding Impact on Enrollment TrendsPlease refer to Deans Summary. Further, it is anticipated that the Administrations decision not to offer French 3, 4, 5, or 6 every quarter for budgetary reasons (sections not filling to maximum 35 seat-count), has essentially led to the elimination of French 4, 5, and 6. This will have very serious consequences for our first-year (French 1, 2, 3) program. Fall 2013 was the last time French 6 was offered. Fall 2014 was the last time we had a French 4 class. (F15 had a French 4 section that was cancelled because it had 18 out of Administrations imposed minimum of 20 students enrolled at the cut-off date two weeks prior to the start of the quarter. The French Department stands by its assertion that more students would have enrolled during that 2-week period, had they been given the chance.) Winter 2015 was the last time we offered French 5. Students will not even begin a language program if they cannot count on being able to complete the first year series, let alone the second year. At this point, students needing a level 4 or higher of a language will wisely opt for a language other than French. Students currently enrolled in French 3 have had to wait a year or more for the opportunity to take the class. The current French 3 instructor reports that, due to this long gap, many of them are no longer sufficiently prepared for French 3 content, so success rates may decline. With the continuation of these minimal program offerings, we anticipate a decline in overall enrollments in the coming years.V.C1Faculty Position(s) NeededReplacement of the sole FTE of the French Department, due to the vacancy created by FTEs retirement (effective January 2017).V.C.2Justification for Faculty Position(s):The VP for Instruction stated at a February 2016 IIS Division meeting that a request for a FT instructor should be included in our program reviews if part-time loads add up to 1.0 or more. PT load in the French Department is currently at 1.2, and this load will increase significantly upon the retirement of the sole FT instructor, effective January 2017.V.D.1Staff Position(s) NeededV.D.2Justification for Staff Position(s):V.E.1Equipment RequestsV.E.2Equipment Title, Description, and QuantityV.E.3Equipment Justification V.F.1Facility RequestAccess to a language lab, either in the Media Learning Center or in the Advanced Technology CenterV.F.2Facility JustificationAccess to a language lab is one of the most basic requirements for successful experimentation with the sounds of a language (both recognition and production), and for instructors to monitor student progress in those areas. It is most regrettable that our World Languages departments have been without a language lab for so many years. In the planning stages of the Media Learning Center, the IIS Division had Spanish instructor Cristina Moreno on the committee, representing the interests of the World Languages faculty and students. She retired suddenly in 2010, and whatever progress she had made in procuring us appropriate space has since been ignored. The Media Learning Center continues to have no designated space for language lab activities. V.G.Equity Planning and SupportV.H.1Other Needed ResourcesV.H.2Other Needed Resources JustificationV.J. B Budget AugmentationPlease refer to the Deans summary.V.K.1Staff Development NeedsV.K.2Staff Development Needs JustificationVI.Closing the LoopWhat were the assessments showing the results of receiving the requested resources over the last five years? N/A: Previously requested language lab access has not yet been provided. Previously requested Banner training for faculty who are prerequisite clearance assessors has been supplied to a small degree, however there are continuing technical problems that are preventing access to Internet Native Banner. 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