Annual Program Review Update
Program/Discipline: Languages/ Spanish, French, German, Japanese &
Sign Language
Date:
October 26, 2007
Trends and Relevant Data
1. Has there been any change in the status of your program or area? (Have you
shifted departments? Have new degrees or certificates been created by your
program? Have you added or deleted courses? Have activities in other programs
impacted your area or program? For example, a new nursing program could
cause greater demand for life-science courses.) If not, skip to #2.
Note: curricular changes should be addressed under 12-14.
The Language Program is an important part of College of the
Redwoods. It is vital to students because it offers courses
leading to the fulfillment of the AA/AS degrees, the general
education transfer requirements and university transfer
requirements, and it fulfills the students’ need to learn about the
diversity of California, the U.S. and the world. It is also
important to the entire District, since the program is very vital,
dynamic, highly efficient and productive. Languages are very
popular courses with a lot of interest and student demand.
Classes are full, and there is always demand to add new
sections. The program serves over 1000 students, and if the
means were available, it could serve even more.
An example of the vitality of the Language Program is Spanish.
There is very high demand for its courses. Spanish is the #1
choice among all disciplines to fulfill the students’ Humanities GE
transfer requirement. Another example of the vibrancy of the
Language Program is Sign Language. Since fall semester 2002,
the Sign Language on Eureka campus has been an active
discipline in the Language Department. In 2002-2003, as soon
as the SNLAN program joined the Language Department,
curriculum revisions and changes in the courses were made to
be consistent with all other languages taught in College of the
Redwoods District. In 2005 a new experimental Sign Language
Introductory Interpreting course was created.
The Italian Program, which has not been offered for many years,
and was mainly taught at the Mendocino Branch, has been
inactivated.
1
The establishment of the Academy of the Redwoods has
impacted the Language Department in Eureka considerably. One
example is the increased enrollment of minor students from the
Academy in all language courses. French 1A, German 1A, many
Spanish 1A and Sign Language 4A sections offered on the
Eureka Campus this year, 2007-2008, have a population of
approximately 40 to 45% minor students. This is a worrisome
trend that is already impacting the make-up of the classes. The
instructor’s conduct, the legal liabilities and the students’ age
factor are in conflict with the teaching principles, the interactive
approach to language pedagogy and teaching techniques.
Another considerable impact of the Academy on our Language
Program has been the issue of classroom space.
2. Have there been any significant changes in enrollment, retention, success rates, or
student demographics that impact your discipline? If so, please include data
sheets (Excel or Word format) showing these changes.
From 2005-2006 to 2006-2007, there has been a small drop in
the entire district’s Spanish Program enrollment, but the change
is insignificant: 945 to 924. The retention rate also dropped from
88.1% to 85.5%, but the success rate V1 and V2 went up from
48.6% to 53.6% and 50.7 to 56.1% respectively.
In the French Program the student enrollment and retention
percentages increased minimally (41 to 43; and 87.8% to
88.4%). On the other hand, the success rate V1 dropped from
75.6% to 65.1% and the V2 from 80.5% to 74. 4%.
The German Program has incomplete data because it wasn’t
taught in 2006-2007. 2005-2006 data shows census enrollment
of 42 students; 83.3% retention; V1 success rate 59.5% and V2
success rate of 66.7%.
The Japanese Program enrollment numbers fell slightly from
2005-2006 to 2006-2007 (44 to 42); the retention rate also
dropped from 90.9% to 85.7%; the success rate V1 increased
from 27.3% to 54.8% and the V2 from 27.3% to 61.9%.
The Sign Language Program census enrollment from 2005-2006
to 2006- 2007 increased from 154 to 209; the retention
decreased from 92.9% to 91.9%; the V1 success rate decreased
from 63.6% to 55.5%; the V2 success rate decreased from
64.3% to 59.3%.
3. Occupational programs must review the update of their labor-market data, some
of it provided by Institutional Research, to illustrate that their program:
a. Meets a documented labor market demand,
b. Does not represent duplication of other training programs (in the region), and
c. Is of demonstrated effectiveness as measured by the employment and
completion success of its students.
N.A.
Other Resources
4. Do you have needs (professional development, library resources, and so forth) not
previously required by the discipline or not previously addressed in budget or
equipment considerations?
The Spanish program on the Eureka Campus needs at least two
smart classrooms to meet the needs of language teaching and
the student demand for Spanish classes.
The language program on the Eureka Campus—French,
German, Japanese, Sign Language and Spanish--needs at least
three smart classrooms.
At present the library resources for languages are not addressed
because of a lack of a specific budget for the Language Program.
The Spanish program on the Mendocino Coast campus is mostly
taught in smart classrooms. With the exception of one
classroom, all instructional areas on the campus are equipped
with computers, VCR/DVD players, speakers, and projectors.
Room 300, which is a large-capacity classroom often used for
conversational Spanish, lacks a dedicated computer but does
have audio/video capabilities.
A specific Language Lab has always been a resource that the
Language Programs in the District have never been able to
obtain. This need should be addressed when Measure Q Funds
are used to remodel facilities and classrooms on each campus.
There should be more communication from counseling regarding
placement of students in transferable language courses.
5. Does your discipline need additional support from Student Services beyond that
previously provided?
For the past three years we have had excellent Spanish tutors at
the Academic Support Center, but due to lack of funds this fall
2007, the ASC finally hired one tutor on the seventh week of
school. This is a stumbling block for student learning and
success.
On the Mendocino Coast campus, one or two Spanish language
tutors have been available each semester in the ASC since the
fall 2003 semester. One Spanish language tutor is available for
fall 2007. These tutors are funded by federal work study.
On all campuses there should be more communication from
counseling regarding placement of students in transferable
language courses because underprepared students, native
speakers and false beginners are enrolling in the Elementary 1A
classes.
Human Resource Needs
6. Complete the Faculty Employment Grids below (please list full- and part-time
faculty numbers in separate rows):
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
fall 2006
term
Spanish
% of Total
Teaching
Load by
Full-Time
Faculty
% of Total
Teaching
Load Taught
by Part-Time
Faculty
Changes
from fall
2005
Explanations
and Additional
Information
(e.g.,
retirement,
reassignment,
etc.)
98 TLU’s 60.0%
40.0%
Slight
change
French
6
0%
100%
No
change
Less sections
offered due to
CR budget
problems
1 section of
French per
semester
German
0
0%
0%
Not
offered
On rotating
basis one
Japanese
6
Sign Lang 21
0%
100%
0%
100%
in 06-07
year on
another off
No
change
Lack of funds
Two 4A
were
offered
Sects. of 4A
increased
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
spring
2007
term
% of
Total
Teaching
Load by
Full-Time
Faculty
% of Total
Teaching
Load
Taught by
Part-Time
Faculty
Changes
from spring
2006
Explanations
and Additional
Information
(e.g.,
retirement,
reassignment,
etc.)
Spanish
100.5
59.7%
40.3%
Slight
change
Increased
one section
of Span
French
6
0%
100%
No
change
German
0
0%
0%
Yes. Not
offered
in 06-07
Japanese
6
0%
100%
No
change
Sign
25.5
Language
0%
100%
TLU’s
increased
1 section of
French per
semester
Rotating
basis one
year on,
another off
Only 1
section of
Japanese per
semester
because of
CR budget
problems
1 SNLAN 4A
course
offered in
Klamath-
Trinity Hoopa
Center
Do you need more full-time faculty? Associate faculty? If yes, explain why and
be sure to include data sheets justifying the need.
The Spanish Program on the Eureka Campus needs one to two
more Associate Faculty to be able to offer the Spanish 11A and
11B Conversational Courses and the Spanish 8A Elementary
Conversational Course that we used to offer every semester
before the class cuts. These courses are very popular, and the
student demand is high. If we are going to have comprehensive
class offerings in the Spanish Program, we should teach these
classes. They also generate many FTES.
The Japanese Program needs at least one Associate faculty. Last
fall 2006 the Japanese associate professor died. We were able to
keep the classes open for the year 2006-2007 with an
emergency approval of a temporary Associate Instructor. If we
want to revitalize this program, we must offer Japanese every
semester. We can easily offer 2 sections of Japanese 1A in the
fall and a 1A and 1B in the spring; and Japanese 8A Elementary
Conversation in the summer because there is plenty of interest
in this language in the area.
We believe the increased interest in Sign Language justifies the
addition of an extra 4A section on the Eureka Campus, another
section
at the Klamath-Trinity Hoopa Center, and the addition of another
associate faculty member for SNLAN.
We need at least one more part-time faculty for each language
taught on the Eureka campus to adequately serve the students’
needs. To strengthen some of the languages, we could easily use
a full-time faculty.
In Del Norte Sign Language 4A and 6 are offered every semester
with a waiting list for 4A. SNLAN 1B is offered every spring with
good enrollments. There is the potential need for qualified
faculty in both languages. Ray Geary, VP Del Norte, feels that if
an instructor opted not to teach for CR it would be very difficult
to find qualified instructors quickly.
7. Complete the Staff Employment Grid below (please list full- and part-time staff
numbers in separate rows: N. A.
Staff Employed in the Program
Assignment
Full-time
Part-time
(e.g., Math, (classified)
staff (give
English)
staff (give
number)
number)
Gains over
Prior Year
Losses over
Prior Year
(give reason:
retirement,
reassignment,
health, etc.)
Do you need more full-time staff? Part-time staff? If yes, explain why and be sure
to include data sheets justifying the need. N.A
8. If necessary, to clarify your needs, please comment on current available staff and
distribution of FTE's for contract and part-time faculty. Describe strengths and
weaknesses of faculty/staff as appropriate to program's current status or future
development.
For future development of the Language Program, we need more
associate faculty for all the languages we teach. Languages are
popular and in demand. The FTE’s generated demonstrate the
potential for growth and greater vitality.
The Spanish Program is a very vital discipline. There is high
demand for its courses. Spanish is the # 1 choice among all the
disciplines to fulfill the students’ Humanities GE transfer
requirement. If we want to satisfy this demand, the Spanish
Program must add new sections, and if we add sections, we
require more associate faculty.
A part-time sign language instructor is needed on the Mendocino
Coast campus. Sign language classes on the Mendocino Coast
campus were discontinued in 2002 because the faculty member
who taught them moved out of the area. At the time, there was
a large demand for SNLAN classes, and this was borne out by
enrollments.
Facilities
9. Comment on facilities the program uses, their current adequacy, and any
immediate needs. Have your discipline’s facilities needs changed? If so, how?
Please provide a data-based justification for any request that requires new or
additional facilities construction, renovation, remodeling or repairs.
We don’t have appropriate specific language classrooms. On
Eureka Campus, the Language Program has one classroom (CA
105) that it can use all day, but it is a music classroom. Two
years ago we lost a second classroom (Forum 208) to the
Academy of the Redwoods, and when the high school students
were moved to other classrooms, the English Department took it
over. On the Mendocino Campus, language classes are taught in
multi-purpose classrooms. There is no classroom space designed
specifically for language instruction.
Eight Spanish courses on the Eureka Campus are taught in the
music room (CA 105), which is adequate, but it is not
appropriate for teaching a language. It is not sound proof, and
too many chairs and old equipment clutter the room. Repairs
have not been done. There are three ceiling lights that have not
been fixed for over a year. This classroom should be a smart
classroom, should have two doors to the exterior, and windows
that can be opened for ventilation. It should also have the
correct dimensions. It is too long horizontally, too short
vertically, and it doesn’t have enough depth.
On the Eureka campus, two Spanish night classes have been
using FM 209 for the past three semesters. This fall, one Spanish
1A class has been scheduled in a Math classroom, another in AD
107, an English classroom, and a third one in the Arcata Center.
A Spanish 1B was scheduled in FM 208, but on the first day of
classes was bumped by an English class. Fortunately, there was
room available in CA 109 at the time of the class. However, the
classroom is a lecture hall that is not appropriate for language
teaching, and it doesn’t facilitate group work, which is crucial to
the interactive, language-learning process.
Equipment
10. Have your discipline’s equipment needs changed? If so, how? Is equipment in
need of repair outside of your current budget? Please provide a data-based
justification for any request that requires a new or additional budget allotment.
The VCR in CA 105 is extremely old and very small; we cannot
use captions in Spanish for the students when we watch brief
dialogues, and students sitting in the back of the room complain
that they can hardly see the images. In fall 2006, Professor
Padilla received a small grant from Academic Affairs, and the
faculty decided to buy a new DVD player and a LR projector to
be used in CA 105. As of yet, we haven’t seen anything.
On the Mendocino Coast campus, Room 300, which is a largecapacity classroom often use for conversational Spanish, lacks a
computer but does have video projection capabilities.
Learning Outcomes Assessment Update
11. How has your area or program been engaged in student learning outcomes
assessment?
a.
Summarize your results.
b.
What did your program learn from these results that enabled you to
improve teaching and learning in the discipline?
c.
How have part-time faculty been made aware of the need to assess SLOs?
A considerable amount of time and effort have been dedicated to
the development of student learning outcomes and assessment
of these outcomes by both full-time and part-time staff in the
Language Program. Meetings have been held on a regular basis
to address this matter. The results of the information shared in
these meetings have netted a clearer understanding of the
specific SLOs required to insure quality teaching and learning of
the various languages (See updated course outlines and revised
Student Learning Outcomes). The Language Program has utilized
the “9 Principles of Good Practice of Assessing Student Learning
as a guide in our efforts to achieve quality SLOs assessment.”
The Language Department bases its pedagogy on the philosophy
of language teaching provided by the Standards for Foreign
Language Learning in the 21st Century, published through the
National Standards in Foreign Language Education Project. These
Standards have five learning goal areas: Communication,
Cultures, Connections, Comparisons, and Communities. The
revised language course outlines and Student Learning
Outcomes reflect these five learning goals that open students to
varied communicative practices and cultural viewpoints.
Students are guided to obtain information about the diversity of
world languages and cultures, learning to connect with and
compare their community to others; thus, linking the SLOs to
C.R. General Education Learning Outcomes.
In all of the language courses, we evaluate or assess the
linguistic oral proficiency of our students through Oral
Presentations; several of the faculty members use the guidelines
of the American Council for Teaching Foreign Languages (ACTFL)
to evaluate student’s performance in Pronunciation, Fluency,
Accuracy in Grammar, and Comprehension. Some of the faculty
use an evaluation form based on the Oral Proficiency (OP) ACTFL
guidelines.
Since not all language faculty members utilize this Oral
Proficiency evaluation, we are already discussing it in our
meetings as a possible instrument to measure some of the
Student Learning Outcomes of all our courses.
Curriculum Update
(Reminder: Send updated course outlines to the Curriculum Committee.)
12. Identify curricular revisions, program innovations, and new initiatives undertaken
in the last year.
Fall 2005-Spring 2006
The Spanish Program in Eureka updated Spanish 99 Selected
Topics: Spanish 99 International Latino Film Festival Workshop in
fall 2005. It was revised to include Student Learning Outcomes
following new guidelines.
A Spanish 99 Selected Topics: Latin American Cinema was
developed and approved by the curriculum committee in fall 2005.
This one-unit short course includes Student Learning Outcomes
following new guidelines.
It is offered on the Mendocino Coast campus during winter
intersession and summer session.
In fall 2006 the Spanish Program updated the following courses:
Elementary Spanish 1A and Elementary Spanish 1B, Beginning
Conversational Spanish 11A and 11B, and Intermediate
Conversational Spanish 12A and 12B.
French 99 Selected Topics: French Culture through French Films
was updated and revised to include Student Learning Outcomes. It
was approved by the CC (Curriculum Committee) on October 28,
2005.
Also in October 2005, SNLAN 88, Introduction to Sign Language
Interpreting, was created and approved by the CC.
Fall 2007-Spring 2008
Fall 2007 the Spanish Program in Eureka is updating Intermediate
Spanish 2A and 2B and Elementary Spanish Conversation 8A,
French, German, and Japanese 1A’s and 1B’s; Sign Language 4A
and 4B are also being updated and revised this fall semester.
SNLAN 4A and 4B will change their names to SNLAN 1A and 1B to
have the same numbers as all other language courses. To complete
the sequence of lower college division courses for the Sign
Language Program, SNLAN 2A and 2B will be written and designed
this fall 2007 semester.
13. Identify curricular revisions, program innovations, and new initiatives planned for
the next year.
Continue revising courses and programs and strengthening them.
Design a Certificate in SNLAN Interpreting. Start a Chinese or
Arabic language program.
14. Complete the grid below
Course
Year Course
Outline Last
Updated
Year Next
Update
Expected
Spanish 1A
Spanish 1B
Spanish 11A
Spanish 11B
Spanish 12A
Spanish 12B
Spanish 2A
Spanish 2B
Spanish 8A
Spanish 99
French 99
French 1A
French 1B
French 2A
French 2B
French 11A
French 8A
Fall 2006
Fall 2006
Fall 2006
Fall 2006
Fall 2006
Fall 2006
Fall 2007
Fall 2007
Spring 2000
Fall 2005
Fall 2005
Fall 2007
Fall 2007
Fall 2001
Fall 2001
Fall 2001
Spring 2000
2011
2011
2011
2011
2011
2011
Fall 2012
Fall 2012
2007-2008
Fall 2010
Fall 2010
Fall 2012
Fall 2012
Fall 2007
Fall 2007
Fall 2007
Fall 2007
Japanese 1A
Japanese 1B
Japanese 8A
German 1A
German 1B
German 2A
German 2B
German 11A
German 8A
Sign Lang 1A
(former 4A)
Sign Lang 1B
Sign Lang 1
Fall 2007
Fall 2007
Spring 2000
Fall 2007
Fall 2007
Fall 2001
Fall 2001
Fall 2001
Spring 2000
Fall 2007
Fall 2012
Fall 2012
2007-2008
Fall 2012
Fall 2012
Fall 2007
Fall 2007
2007-2008
2007-2008
Fall 2012
Fall 2007
Fall 1968
Fall 2012
Inactivate Fall
2007
Fall 2007
Sign Lang 6
Fall 1968
Sign Lang 88
Fall 2005
Sign Lang 2A & New
Spring 2008
2B
Goals and Plans
15. If you have recently undergone a comprehensive review, attach your Quality
Improvement Plan if applicable.
(N.A.) The Last QIP (1997) was mostly accomplished, except for
the lack of funds and a specific language lab or smart
classrooms.
16. If you do not have a QIP, what goals and plans does your area have for the
coming year?
1. Obtain specific Smart Classrooms for our language classes to
enhance student learning.
2. Maintain the two-hour teaching block in all language classes
to serve students’ needs better. Last spring semester a survey
was conducted in most of the language classes, and the
students’ preference was the twice a week block class sessions.
Mendocino prefers to maintain the three-hour block for their
Spanish 11A, 11B, 12A, and 12B evening classes.
3. Offer Japanese and German courses every semester to allow
continuity and timely completion of transfer course
requirements.
4. Add non-traditional languages to the Language Program,
such as Chinese and Arabic.
5. Hire Associate Faculty to teach these languages.
6. Obtain specifically assigned classrooms to accommodate all
Language Program classes.
7. Ensure that all language course outlines are updated.
8. Increase our library resources.
9. Procure language tutors for all languages taught in the
college.
10. Request a Language Program budget to obtain equipment,
instructional materials and support language cultural activities.
11. Limit the number of Academy of the Redwoods students in
our classrooms to maintain a college-level teaching/learning
environment.
12. Create a Certificate in Sign Language Interpreting.
13. Investigate the possibility of creating a Certificate in Spanish
Translation and Interpreting.
14. Reestablish the Sign Language program on the Mendocino
Coast campus.
15. Create Spanish for Spanish Speakers courses.
Program Review—Appendix B: Annual Update Forms
Annual Program Review Update
Eureka Campus Program Needs
Resources
1. Spanish program needs 2-3 smart classrooms
2. French, German, Japanese & Sign Language need 1-2 smart classrooms
3. Library resources such as instructional material, videos, CD’s, and books
4. Language tutors for Spanish, French, German, Japanese, and Sign Language
14
Low
Moderate
List Resources Needed for Academic Year__2008-2009____
High
Approved
Please list/summarize the needs of your program on your campus below
This section to be filled out by
Subcommittee
Degree of
Justification (as
Approval
substantiated by
Status
the program
review)
Not
Approved
Very
High
This section to be filled out by the program at each campus
Annual Program Review Update
Eureka Campus Program Needs
Faculty
1. Spanish Associate Faculty
2
2. Japanese Associate Faculty
1
3. SNLAN Associate Faculty
1
4. German Associate Faculty
1
5. French Associate Faculty
1
Low
Moderate
High
List Faculty Positions Needed for Academic Year___2007-2008_______
Not
Approved
Very
High
Please list/summarize the needs of your program on your campus below
This section to be filled out by
Subcommittee
Degree of
Justification (as
Approval
substantiated by
Status
the program
review)
Approved
This section to be filled out by the program at each campus
Eureka Campus Program Needs
This section to be filled out by the program at each campus
This section to be filled out by
Subcommittee
Please list/summarize the needs of your program on your campus below
Approval
Status
List Staff Positions Needed for Academic Year__________
Approved
1. No staff positions are needed.
2.
3.
4.
5.
Low
High
Not
Approved
Very
High
Degree of Justification (as
substantiated by the
program review)
Moderate
Annual Program Review Update
Staff
Annual Program Review Update
Eureka Campus Program Needs
Equipment
$800.00
2. Repair 3 lights in CA105
?
3.
4.
5.
6.
Low
1. New VCR with DVD to replace broken VCR while we wait for smart
classroom
Moderate
Approximate
Cost
High
List Equipment or Equipment Repair Needed for Academic
Year___2007-2008_______
Not
Approved
Very
High
Please list/summarize the needs of your program on your campus below
Approved
This section to be filled out by
Subcommittee
Approval
Degree of
Status
Justification (as
substantiated by
the program
review)
This section to be filled out by the program at each campus
Annual Program Review Update
Eureka Campus Program Needs
Facilities
1. 2 or 3 Language Specific smart classrooms for Spanish
Renovation of
Classrooms with
Bond Issue
money
2. 2 smart classrooms for French, German, Japanese & Sign Language
3. Specific Language Laboratory
4.
$100,000
Low
Moderate
Approximate
Cost
High
List Facility Needs for Academic Year_____2007-2008_____
(Remodels, Renovations or added new facilities)
Not
Approved
Very
High
Please list/summarize the needs of your program on your campus below
Approved
This section to be filled out by
Subcommittee
Approval
Degree of
Status
Justification (as
substantiated by
the program
review)
This section to be filled out by the program at each campus
Instructional Program Review—Appendix B: Annual Update Forms
Annual Program Review Update
Resources
This section to be filled out by the program at each
campus
Please list/summarize the needs of your program on your
campus below
Del Norte Campus
This section to be filled out by Subcommittee
Approval Status
Degree of Justification (as
substantiated by the program
review)
Approved
List Resources Needed for Academic
Year_____08/09______________
1. CRDN does not need additional resources for this
program.
2.
3.
4.
Not
Approve
d
Very
High
High
Moderate
Low
Annual Program Review Update
Faculty
This section to be filled out by the program at each
campus
Please list/summarize the needs of your program on your
campus below
Del Norte Campus
This section to be filled out by Subcommittee
Approval Status
Degree of Justification (as
substantiated by the program
review)
Approved
List Faculty Positions Needed for Academic
Year_____08/09_________
1. The Del Norte campus uses associate faculty to teach
all our language classes. CRDN is limited to what they
can teach by the availability of qualified associate faculty.
2.
3.
4.
5.
Not
Approve
d
Very
High
High
Moderate
Low
Annual Program Review Update
Staff
This section to be filled out by the program at each
campus
Please list/summarize the needs of your program on your
campus below
Del Norte Campus
This section to be filled out by Subcommittee
Approval Status
Degree of Justification (as
substantiated by the program review)
Approved
List Staff Positions Needed for Academic
Year_______08/09_______
1. No additional staff is needed to offer these classes at
the Del Norte campus
2.
3.
4.
5.
Not
Approve
d
Very
High
High
Moderate
Low
Annual Program Review Update
Del Norte Campus
Equipment
This section to be filled out by the program at each
campus
This section to be filled out by Subcommittee
Approval Status
Please list/summarize the needs of your
program on your campus below
Degree of Justification (as
substantiated by the program review)
Approved
List Equipment or Equipment Repair
Needed for Academic
Year_________08/09_____
1. No additional equipment is needed at
the Del Norte campus.
2.
3.
4.
5.
6.
Approximate
Cost
Not
Approve
d
Very
High
High
Moderate
Low
Annual Program Review Update
Del Norte Campus
Facilities
This section to be filled out by the program at each
campus
This section to be filled out by Subcommittee
Approval Status
Please list/summarize the needs of your
program on your campus below
List Facility Needs for Academic
Year______08/09________
(Remodels, Renovations or added new
facilities)
1. Del Norte has no facility needs for this
program.
2.
3.
4.
5.
6.
Degree of Justification (as
substantiated by the program review)
Approved
Approximate
Cost
Not
Approve
d
Very
High
High
Moderate
Low
Instructional Program Review—Appendix B: Annual Update Forms – Mendocino Coast Campus
Annual Program Review Update
Resources
1. Library books in Spanish
2. 100 blank CDs and cases
3. Spanish language videos
4. Funds for faculty to attend conferences
Low
Moderate
High
List Resources Needed for Academic Year____2007-2008
Not
Approved
Very
High
Please list/summarize the needs of your program on your campus below
This section to be filled out by
Subcommittee
Degree of
Justification (as
Approval
substantiated by
Status
the program
review)
Approved
This section to be filled out by the program at each campus
Annual Program Review Update
Campus/Program Needs Worksheet
Mendocino Coast Campus
Faculty
1. No additional faculty positions are needed for this year.
2.
3.
4.
5.
Low
Moderate
High
List Faculty Positions Needed for Academic Year____None_______
Not
Approved
Very
High
Please list/summarize the needs of your program on your campus below
This section to be filled out by
Subcommittee
Degree of
Justification (as
Approval
substantiated by
Status
the program
review)
Approved
This section to be filled out by the program at each campus
Annual Program Review Update
Mendocino Coast Campus
Campus/Program Needs Worksheet
This section to be filled out by the program at each campus
This section to be filled out by
Subcommittee
Please list/summarize the needs of your program on your campus below
Approval
Status
List Staff Positions Needed for Academic Year___________________
Approved
Staff
1. No additional staff is needed for this program
2.
3.
4.
5.
Low
Moderate
High
Not
Approved
Very
High
Degree of Justification (as
substantiated by the
program review)
Annual Program Review Update
Campus/Program Needs Worksheet
Mendocino Coast Campus
Equipment
1. No additional equipment is needed for this year. Audio-visual
equipment is available in the classrooms.
2.
3.
4.
5.
6.
Low
Moderate
Approximate
Cost
High
List Equipment or Equipment Repair Needed for Academic
Year___________________
Not
Approved
Very
High
Please list/summarize the needs of your program on your campus below
Approved
This section to be filled out by
Subcommittee
Approval
Degree of
Status
Justification (as
substantiated by
the program
review)
This section to be filled out by the program at each campus
Annual Program Review Update
Campus/Program Needs Worksheet
Mendocino Coast Campus
Facilities
1. No new facilities are needed for this year. Classrooms are being
remodeled as part of the renovation process.
2.
3.
4.
5.
6.
Low
Moderate
Approximate
Cost
High
List Facility Needs for Academic Year___________________
(Remodels, Renovations or added new facilities)
Not
Approved
Very
High
Please list/summarize the needs of your program on your campus below
Approved
This section to be filled out by
Subcommittee
Approval
Degree of
Status
Justification (as
substantiated by
the program
review)
This section to be filled out by the program at each campus