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:
10/11/2010
Dean:
Maurice Jones
BI Download:
10/07/2010
Dept. Chair:
Esther Guerrero C.
Discipline:
SPAN
Campus:
Alameda
Mission
The mission of the Spanish Program at College of Alameda is to help students
develop communicative and cultural competence in Spanish. Students work on
developing proficiency in listening, speaking, writing, and reading in Spanish, in
addition to developing cultural knowledge about Spanish speaking countries and
communities. Courses are conducted in Spanish and much class time is dedicated
to task-based, communicative activities.
Student Data
A. Enrollment
Fall 2008
Fall 2009
Fall 2010
179.0
127.0
115.0
5.0
3.0
4.0
Total FTES
27.22
21.5
16.39
Total FTEF
1.68
1.0
1.33
FTES/FTEF
16.24
21.5
12.29
Enrolled
166.0
117.0
N/A
Retained
139.0
62.0
% Retained
83.0
52.0
N/A
N/A
166.0
98.0
59.0
27.0
16.0
117.0
52.0
44.0
55.0
47.0
Census Enrollment (duplicated)
Sections (master sections)
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
0.9
0.33
0.1
1.33
67.5
IV. Faculty Data Comparables F2010 (ZZ assignments excluded) (Z assignments excluded)
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
V.
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
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.
Transfer and Basic Skills: Describe how your
course offerings address transfer, basic skills, and
program completion.
Spanish 1A satisfies transfer requirements at
CSU and IGETSI requirements at UC. Spanish
1B satisfies the foreign language requirement
at UC and most private universities.
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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 Spanish program has begun to offer its
courses as hybrid and is experimenting with
innovative hybrid percentages (20% hybrid for
1A and 1B, 30% hybrid for 2A and 2B, 50%
hybrid for 20A) such that the strengths of face
to face and online formats are exploited to
benefit student success.
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.
1. Curriculum – slowly bring COA Spanish courses and program back on track so they reflect course
outline standards. Review and revise course outlines, SLOs, Assessment Plan, and Unit Plan.


2. Pedagogy/instructional – Introduce more hybrid courses, continue to reintroduce Spanish as the
language of instruction (rather than past practice of using English) in order to teach communicative
competence in Spanish. Continue to reintroduce grading based on skill level achieved by students to
correct past grade inflation.


3. Scheduling – Reduce difficulty of daily class meetings by making courses hybrid. For example,
Spanish 1A and 1B can meet 4 days per week (80%) plus one class session conducted online(20%).
Spanish 2A/2B and 20A/20B can meet 70% face to face and 30% online.

4. Marketing strategies – reach out to Alameda City residents by distribution of flyers at community locations
announcing class offerings.
IX. Needs
Please describe and prioritize any faculty, classified, and student assistant needs.
Hourly instructors.
Please describe and prioritize any equipment, material, and supply needs.
An LCD projector for Spanish classes.
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
Number with SLOs
% SLOs/Active Courses
Number of courses with SLOs that have been assessed
% Assessed/SLOs
Describe types of assessment methods you are using
Describe results of your SLO assessment progress
XI. Program Learning Outcomes and Assessment
Fall 2010
Number of degrees and certificates in your discipline
Number with Program Learning Outcomes
Number assessed
% Assessed
Describe assessment methods you are using
Describe results of assessment
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