Peralta Community College District
Annual Program Update Template 2010-2011
Each discipline will complete this form to update program reviews developed in 2009-2010. These will
be reviewed at the college level and then forwarded to the district-wide planning and budgeting
process. The information on this form is required for all resource requests – including faculty staffing
requests – for the 2011-12 budget year.
I.
II.
Overview
Date Submitted:
October 20, 2010
Dean:
BI Download:
10/07/2010
Dept. Chair:
Discipline:
SPAN
Campus:
Berkeley
Mission
The mission of the Modern Languages program is to provide courses leading to the
following: an Associate of Arts degree in Spanish and a certificate of completion
Spanish; transfer to a university; the general requirements for the A.A. and A.S.
degrees or transfer; and lifelong learning.
Fabian Banga
Student Data
A. Enrollment
Fall 2008
Fall 2009
Fall 2010
Census Enrollment (duplicated)
552.0
721.0
741.0
Sections (master sections)
22.0
21.0
23.0
Total FTES
81.58
100.95
111.93
Total FTEF
6.36
6.07
6.33
FTES/FTEF
12.83
16.64
17.67
Enrolled
527.0
647.0
N/A
Retained
359.0
486.0
% Retained
68.0
75.0
N/A
N/A
527.0
301.0
57.0
168.0
31.0
647.0
387.0
59.0
161.0
24.0
B. Retention
C. Success
Total Graded
Success
% Success
Withdraw
% Withdraw
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N/A
N/A
N/A
N/A
N/A
III.
Faculty Data (ZZ assignments excluded)
Fall 2010
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
2.35
3.8
0.18
6.33
37.11
IV. Faculty Data Comparables F2010 (ZZ assignments excluded) (Z assignments excluded)
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
Alameda
Berkeley
Laney
Merritt
0.9
0.33
0.1
1.33
67.49
2.35
3.8
0.18
6.33
37.1
1.0
1.87
0.0
2.86
34.88
0.0
0.67
0.0
0.67
0.0
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V.
Qualitative Assessments
CTE and Vocational: Community and labor market
relevance. Present evidence of community need
based on Advisory Committee input, industry need
data, McIntyre Environmental Scan, McKinsey
Economic Report, licensure and job placement rates,
etc.
Medical Interpreter-Spanish Certificate
Program Need
According to the U.S. Census Data, the
Latino/Hispanic population, already the nation’s
largest minority group will triple in size from
2005 through 2050. Latinos/Hispanics will
make up 29% of the U.S. population compared
to 14% in 2005. Births in the U.S. will play a
growing role in Latino/Hispanic growth. The
Bay Area is composed of very diverse ethnic
and language communities, among them is
Alameda County. The population of individuals
who do not speak English, well or not at all, has
grown and is expected to continue growing.
Presently, that group accounts for 34% of the
Latino/Hispanic population
Alameda County Latino/Hispanic Population is
312,752. Latinos/Hispanics as percent of
county population is 21%. This is a significant
percentage of the population that is potentially
disenfranchised of access to medical services
due to language barriers. According to The
California Endowment the lack of interpreters
implies language, cultural, and literacy barriers.
This Limited English Proficiency (LEP)
population needs and will need medical,
behavioral health services, and social services.
These individuals cannot adequately receive
health services without providers who speak
their language. There are not enough bilingual
providers to meet the demand. The next best
way to provide linguistically competent
healthcare personnel is to have trained medical
interpreters. This situation has been addressed
as a requirement for Healthcare Systems and
Health Plans in California by SB 853 to provide
interpretation services for all their members
who do not speak English beginning on
January 1, 2009.
Transfer and Basic Skills: Describe how your
course offerings address transfer, basic skills, and
program completion.
BCC has articulated Spanish courses (Spanish
1a, 1b, 2a, and 2b) with the University of
California (UC) and California State University
(CSU) system schools. This courses fulfill the
Associate degree general education
requirements in Humanities, Language other
than English (UC requirement only) Span 1A,
The California State University General
Education Breadth Requirements, Area A
(Essential Skills) Spanish 1B, Foreign
Language, Area B (Arts and Literature) and
Area C-2 (Humanities) Span 1A, 1B, 2A and
2B. Span 38 and 40 fulfill the Area B (Arts and
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Literature)
The Spanish program at BCC College prepares
its students for transferring to a four-year
institution and completing a Spanish major. It
offers the foreign language component required
by many institutions for transfer students and
helps them to acquire a level of Spanish
proficiency necessary for careers that
emphasize the value of familiarity with diverse
cultures and global issues. The courses
Spanish 1a, 1b, 2a and 2b are fully articulated
with the University of California at Berkeley.
The only prerequisite for upper-division work in
Spanish at Berkeley not offered at BCC is
Spanish 25: Reading and Literary Analysis. The
program at BCC is in the process of creating
this course in the near future.
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VI. Strategic Planning Goals
Check all that apply.
Describe how goal applies to your program.
Advance Student Access, Success & Equity
Engage our Communities & Partners
Build Programs of Distinction
Create a Culture of Innovation & Collaboration
Develop Resources to Advance & Sustain Mission
The Modern Languages program is a strong
and vibrant area of studies at Berkeley City
College. The program offers a complete range
of lower division courses in Spanish and an
Associate of Arts Degree and Certificate of
Completion. It has approximately 50% of the
total of students studying Spanish in the district:
BCC 104.02 total Full-time Equivalent Students
(FTES), Laney 63.24 total FTES, Alameda
26.65 total FTES and Merritt 18.23 total FTES.
(March 8, 2010) Spanish classes represent
83% of the department population at BCC. The
total FTES of the department is 124.65; the rest
is completed with French 10.40 FTES and
Portuguese 12.82 (March 8, 2010). The MLD at
BCC is working with language departments and
programs from Merritt, Laney and Alameda on
the creation of a trans-college model that will
support collaboration and will create a dialogue
among colleges to share resources
VII. College Strategic Plan Relevance
Check all that apply
New program under development
Program that is integral to your college’s overall strategy
Program that is essential for transfer
Program that serves a community niche
Programs where student enrollment or success has been demonstrably affected by extraordinary
external factors, such as barriers due to housing, employment, childcare etc.
Other
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VIII. Action Plan
Please describe your plan for responding to the above data. Consider curriculum,
pedagogy/instructional, scheduling, and marketing strategies. Also, please reference any cross district
collaboration with the same discipline at other Peralta colleges.
Include overall plans/goals and specific action steps.
The student demand is clearly focused on the first year elementary courses, 73% of the department
population (91.02 FTES) 124.65 is the total FTES of the department. Since the program is very popular
and enrollment is very high in the Spanish classes, little has been made to recruit more students. The
program could offer more classes, but because of lack of recourses this expansion had been stopped.
Evidently, elementary language classes are very full because they fulfill the language other than English
requirement at the University of California. The MLD at BCC is working with language departments and
programs from Merritt, Laney and Alameda on the creation of a trans-college model that will support
collaboration and will create a dialogue among colleges to share resources
IX. Needs


Please describe and prioritize any faculty, classified, and student assistant needs.
The department is requesting a classified position to assist in classrooms, tutoring and language
center/lab
This position was requested in the 2008-9 and existed in previous years.
Please describe and prioritize any equipment, material, and supply needs.
The department is in urgent need of a language lab plus an expert to develop and apply new software.
In order to be successful and make a good use of these technologies, the Department of Modern
Languages at BCC needs a foreign language lab and online lab coordinator. This person has to be an
expert in second language accusation and instructional technology. Programs like the BLC (Berkeley
Language Center) at UC Berkeley could be a model for this new lab. The department has already designed
a mobile and physical language lab. The room allocated for this lab is room 212. Software for the mobile lab
has already been purchased. The software system is Auralog’s TELL ME MORE® (Spanish) language
training system.
This language support system will be installed in the mobile lab. More languages can be purchased in the
future with the development of more languages classes.
The deapartment will also have to purchase software like Health Care Interpreter Network video/voice
interpreting system for its Medical Interpreter-Spanish Certificate Program
Please describe and prioritize any facilities needs.
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X.
Course SLOs and Assessment
Fall 2010
Number of active courses in your discipline
19
Number with SLOs
19
% SLOs/Active Courses
100
Number of courses with SLOs that have been assessed
5
% Assessed/SLOs
25%
Describe types of assessment methods you are using
The rubric comprises three areas of competence: Cultural Understanding, Language Comprehension
(vocabulary and grammar), and Response Articulation (grammar, verbs and vocabulary). Not Evident,
Developing, Adequate and Strong are the scores given to each student by a minimun of two raters
(professors)
Describe results of your SLO assessment progress

XI. Program Learning Outcomes and Assessment
Fall 2010
Number of degrees and certificates in your discipline
2
Number with Program Learning Outcomes
1
Number assessed
0
% Assessed
0
Describe assessment methods you are using
Describe results of assessment
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