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:
10/13/2010
Dean:
Linda Sanford
BI Download:
10/07/2010
Dept. Chair:
Tamika Brown
Discipline:
AFRAM
Campus:
Laney
Mission
The Laney College Ethnic Studies Department is comprised of five areas of study –
African American, Mexican/Latin American, Asian/Asian American and Native
American Studies. The purpose of the Ethnic Studies Department is to provide a
core curriculum in each of the referenced areas that enables interested students to
be awarded an Associate Arts degree in Ethnic Studies and/or one of the specific
ethnic/racial areas of study.
Student Data
A. Enrollment
Fall 2008
Fall 2009
Fall 2010
Census Enrollment (duplicated)
688.0
784.0
760.0
Sections (master sections)
14.0
15.0
14.0
Total FTES
70.9
81.73
76.36
Total FTEF
2.79
2.98
3.25
FTES/FTEF
25.38
27.4
23.49
Enrolled
679.0
717.0
N/A
Retained
547.0
639.0
% Retained
80.0
89.0
N/A
N/A
679.0
366.0
53.0
132.0
19.0
717.0
443.0
61.0
78.0
10.0
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
0.8
2.38
0.07
3.25
24.6
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
0.8
0.0
0.0
0.8
100.0
0.2
0.0
0.0
0.2
100.0
0.8
2.38
0.07
3.25
24.6
0.67
1.0
0.74
2.41
27.85
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.
N/A
African American Studies offers 15 CSU/UC
transfer level courses. We are currently work
with the Bridge Program to revise AFRAM 251
and create a seamless transition from basic
skills to AFRAM courses for bridge students.
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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
Ethnic Studies/African American Studies is one
of the few programs that offer emancipated
space for historically marginalized student
populations. This is demonstrated by our
commitment to work collaboratively with
academic and student support programs to
offer workshops on Identity Development,
Gender Equity, and Cultural Awareness. We
have partnered with the EOPS/CARE program
learning community, Ubaka African American
Learning program and the West Oakland
Community Center to offer courses directly in
the community. We also offer mentorship to
students through student group advising (i.e.
the Black Student Union). However, this type
of work has become increasingly more difficult
given our high student demand in AFRAM and
only one full-time faculty member. Part-time
faculty typically have other teaching
appointments and/or job positions elsewhere
and are unable to commit additional hours to
the Department for these essential services to
students and our community.
The Department has engaged the community in
several ways. We have offered a Fall
Speakers Series with a diverse selection of
lecturers. Black History Month, Kwanzaa, and
the Black Student Union programs sponsored
by the African American/Ethnic Studies
Department.
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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
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.
We would like to work towards implementing a more updated and comprehensive Major in African
American Studies/Ethnic Studies, which is important to the sustainability of the Department. However,
the process seems very daunting given the fact that we currently only have one full-time faculty member
with expertise to work on this task. The data clearly demonstrates the Program’s potential to support
one more additional full-time faculty member. Our productivity has been consistently high over the last 5
years.
The current situation does not lend itself to creating a “student centered” academic program. It is
difficult to find qualified adjunct faculty with degrees in African American Studies and teaching
experience at the community college level. Our students also demand time outside of the classroom.
One faculty member cannot realistically provide mentorship, leadership to our student organizations,
cultural programming, curriculum development, assessment and teach without sufficient support. This
additional position crucial to the overall future success of the Department and the African American
Studies program at Laney.
Hire at least one additional full-time instructor to support student demand (teaching and mentorship)
Develop a brochure that outlines the major and career options
Continue to update course outlines and create new course offerings in African American Studies
and Comparative Ethnic Studies
Continue assessing core curriculum SLOs
We are working district-wide across the discipline to schedule the AFRAM curriculum courses at
times/semesters that are advantagous to our students and meet student demand.
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IX. Needs
Please describe and prioritize any faculty, classified, and student assistant needs.
The African American Studies program is requesting one additional full-time faculty position. The enrollment
data demonstrates the need and ability of the African American Studies department to maintain an
additonal full-time instructor. Three years ago AFRAM was approved for two full-time positions. As of
10/11/10 only one position as been filled. The interigty of the program hinges on great, active,
consistent teaching and full-time instructional participation.
Please describe and prioritize any equipment, material, and supply needs.
Smart classrooms to integrate media technology in class lectures
New laptop computer for Ethnic Studies adjunct faculty
Resources to create a DVD/video library
Please describe and prioritize any facilities needs.
The full-time faculty member needs an office. Office space is currently being held by a retired AFRAM
faculty member.
X.
Course SLOs and Assessment
Fall 2010
Number of active courses in your discipline
16
Number with SLOs
15
% SLOs/Active Courses
98%
Number of courses with SLOs that have been assessed
1
% Assessed/SLOs
1%
Describe types of assessment methods you are using
Student group presentations, pre/post tests
Describe results of your SLO assessment progress
Completion date: Fall 2010
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XI. Program Learning Outcomes and Assessment
Fall 2010
Number of degrees and certificates in your discipline
4
Number with Program Learning Outcomes
3
Number assessed
0
% Assessed
0
Describe assessment methods you are using
Describe results of assessment
Assessment goal Spring 2011
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