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: 10/11/10 Dean: Linda Sanford
BI Download:
Discipline:
Campus:
Mission
10/07/2010 Dept. Chair: Zujian Zhang
Study prepared by Heather
Ding
CHIN
Laney
1. to provide courses that meet requirements in foreign language for AA degrees.
2. to provide highest level of courses available of any bay area community college that are transferable to and meet the requirements of four year institutions.
3. to provide access to courses that serve heritage students of the large Bay Area
Chinese community in general and out neighboring Oakland China Town in particular.
4. to provide language training and exposure to those interested in professions where interaction with the rapidly growing Chinese economy occurs.
Page 1 of 6

II. Student Data
A. Enrollment
Census Enrollment (duplicated)
Sections (master sections)
Total FTES
Total FTEF
FTES/FTEF
B. Retention
Enrolled
Fall 2008
203.0
6.0
32.07
1.53
20.92
197.0
Fall 2009
248.0
7.0
34.85
2.07
16.86
229.0
Retained
% Retained
C. Success
162.0
82.0
189.0
82.0
Total Graded
Success
% Success
Withdraw
197.0
157.0
79.0
35.0
% Withdraw
III. Faculty Data
( ZZ assignments excluded )
17.0
Fall 2010
229.0
178.0
77.0
40.0
17.0
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
0.33
0.87
0.0
1.2
27.78
IV. Faculty Data Comparables F2010 (ZZ assignments excluded) (Z assignments excluded)
Fall 2010
165.0
4.0
25.38
1.2
21.15
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
Alameda
0.0
0.52
0.0
0.52
0.0
Berkeley
0.0
0.0
0.0
0.0
0.0
Laney
0.33
0.87
0.0
1.2
27.77
Merritt
0.0
0.0
0.0
0.0
0.0
Page 2 of 6

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.
VI. Strategic Planning Goals
Check all that apply.
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
Describe how goal applies to your program.
The program continues to move materials online and take advantage of web resources.
Strong use of a group learning model improves leadership skills and fosters teamwork and team member responsibility.
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
Page 3 of 6

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. Continue to push to maintain the broad range of classes historically offered by the program.
2. Continue to push for the development of new tracks to separate heritage speakers from the “real” learners
(non-native speakers) (as I have proposed in the past). Such separation would improve retention rate and also enrich the learning experience of both groups.
3. Continue the move into web based instruction.
a. Currently handouts, test answer keys and audio supplemental materials are made available on the internet.
b. Persue acceptance of the course outline for the 'Hybrid online’ version of Elementary Chinese
Beginning (Chin 1) which is currently under evaluation by Laney Curriculum Committee.
4. None of these plans is likely to be successful given the constant budgetory pressures at this institution.
IX. Needs
Please describe and prioritize any faculty, classified, and student assistant needs.
Tutors and Student assistant(s) are badly needed.
Please describe and prioritize any equipment, material, and supply needs.
1. Permanent A/V capabilities in the classroom for presentation via CD/VCD/DVD and laptop.
2. Networking (wi-fi) capabilities; first in classrooms and later in campus buildings.
Please describe and prioritize any facilities needs.
Language instruction in Laney has long suffered from the lack of a language lab.
Page 4 of 6

X. Course SLOs and Assessment
Fall 2010
Number of active courses in your discipline
7
Number with SLOs
7
% SLOs/Active Courses
100%
Number of courses with SLOs that have been assessed
1
% Assessed/SLOs
14.3%
Describe types of assessment methods you are using
 Oral readings.



Written tests and compositions.
Classroom conversation performance.
Group skit performance.
Describe results of your SLO assessment progress
85% Chinese native speaker students met or exceeded successful criteria in all SLOs assessed.
65% non-Chinese native speaker students met or exceeded successful criteria in all SLOs assessed.
These results are in line with the expected outcomes of the assesment plan.
Page 5 of 6

XI. Program Learning Outcomes and Assessment
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
Fall 2010
Page 6 of 6