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.
Overview
Date Submitted:
10/13/10
Dean:
Linda Sanford
BI Download:
10/07/2010
Dept. Chair:
Tamika Brown
Discipline:
ASAME
Campus:
Laney
Mission
The mission of the Laney College Ethnic Studies Department is to educate the
community on critical race and resistance studies. Our department offers an
interdisciplinary curriculum that advances the General Education goals of the
college. We provide students with the knowledge and skills to respond to the
challenges facing a multicultural and globally interdependent world.
The Department is comprised of four areas of study:
•
African American Studies
•
Asian/Asian American Studies
•
Mexican/Latin American Studies
•
Native American Studies
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II.
Student Data
A. Enrollment
Fall 2008
Fall 2009
Fall 2010
339.0
363.0
335.0
8.0
8.0
8.0
Total FTES
34.42
37.41
33.5
Total FTEF
1.6
2.0
2.23
FTES/FTEF
21.51
18.72
15.05
Enrolled
326.0
356.0
N/A
Retained
305.0
317.0
% Retained
93.0
89.0
N/A
N/A
326.0
268.0
82.0
21.0
6.0
356.0
275.0
77.0
39.0
10.0
Census Enrollment (duplicated)
Sections (master sections)
B. Retention
C. Success
Total Graded
Success
% Success
Withdraw
% Withdraw
III.
N/A
N/A
N/A
N/A
N/A
Faculty Data (ZZ assignments excluded)
Fall 2010
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
1.0
1.23
0.0
2.23
44.91
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
0.0
0.2
0.0
0.2
0.0
0.0
0.2
0.0
0.2
0.0
1.0
1.23
0.0
2.23
44.94
0.0
0.0
0.2
0.2
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.
Transfer and Basic Skills: Describe how your
course offerings address transfer, basic skills, and
program completion.
N/A
Currently, ASAME offers 6 CSU/UC transfer
level courses.
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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
X
Advance Student Access, Success and
Equity: Ethnic 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.
X Engage Our Communities and Partners:
The Department has engaged the community in
several ways. We have offered a Fall
Speakers Series with a diverse selection of
lecturers. The Asian American Action Fair are
also sponsored by the Ethnic Studies
Department.
X Build Programs of Distinction: Laney’s
Ethnic Studies Department is distinguished by
its commitment to civic engagement. The
Department offers community-based service
learning courses. Students are able to apply
theory to practice, as they serve in the
community, and strategize ways to improve the
social conditions of those most in need.
ASAME offers community-based course.
X Create a Culture of Innovation and
collaboration: ASAME/Ethnic Studies has
reached out to our sister colleges in the district
to create new course offerings in Ethnic
Studies. We have also worked with the
Department Chairs of the CSU system to
create seamless course offerings in Ethnic
Studies transferable to a 4-year institution.
X Develop Resources to Advance and Sustain
our Mission: ASAME/Ethnic Studies would like
to develop a certificate in diversity/cultural
sensitivity training for the professional
employees (e.g. Nurses, Police Officers, nonprofits etc.). This would advance our mission
and provide a service directly to the community.
We need faculty support to offer certificate
programs in diversity training.
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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.
• Update course outlines for History series 45A and 45B by the end of Spring 2011 semester
• The full-time faculty member needs to provide leadership to curriculum development/updates and
SLO's assessments.
• Develop a brochure that provides an overview of the major, cultural programming and career
options
IX. Needs
Please describe and prioritize any faculty, classified, and student assistant needs.
N/A
Please describe and prioritize any equipment, material, and supply needs.
New laptop computer for Ethnic Studies adjunct faculty
Resources to create a DVD/video library
Please describe and prioritize any facilities needs.
The ASAME faculty are requesting smart class rooms for film courses.
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X.
Course SLOs and Assessment
Fall 2010
Number of active courses in your discipline
6
Number with SLOs
6
% SLOs/Active Courses
100%
Number of courses with SLOs that have been assessed
0
% Assessed/SLOs
0
Describe types of assessment methods you are using
Due to long-term leaves of the ASAME full-time faculty member over the course of several semesters the
ASAME department has not had the leadership and instructional manpower to pursue the SLO
assessments. The goal is to complete course assessments by Spring 2011.
Describe results of your SLO assessment progress
N/A
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
Goal of program assessment is Spring 2011
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