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:
10/20/10
Dean:
Linda Sanford
BI Download:
10/06/2010
Dept. Chair:
David Mullen, Meryl Siegal
Discipline:
ENGL
Campus:
Laney
Mission
The English Department is the educational foundation for every student at Laney:
the English Department's mission is to teach Laney College students to read, write,
and think critically. Through literature students gain an understanding of humanity;
through expository texts situated in historical and cultural contexts, students gain
an understanding of being a part of a larger universe. Among the department's
objectives are to develop students' abilities to use language to their benefit; to
improve students' skills in reading critically, writing thoughtfully and cogently, and
applying these skills to research. The department prepares students to transfer to
four-year institutions, and / or the workplace. The English Department has long
been one of the college's largest and most productive units, despite the loss of full
time faculty, and now the loss of many courses which impedes both the
department's progress and student progress.
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II.
Student Data
A. Enrollment
Fall 2008
Fall 2009
Fall 2010
2,204.0
2,289.0
2,025.0
74.0
78.0
65.0
Total FTES
285.15
298.64
261.7
Total FTEF
29.29
31.19
26.75
FTES/FTEF
9.74
9.57
9.78
Enrolled
3,219.0
3,362.0
N/A
Retained
2,393.0
2,471.0
0.0
0.0
N/A
N/A
3,219.0
1,807.0
0.0
826.0
0.0
3,362.0
2,000.0
0.0
891.0
0.0
Census Enrollment (duplicated)
Sections (master sections)
B. Retention
% Retained
C. Success
Total Graded
Success
% Success
Withdraw
% Withdraw
III.
N/A
N/A
N/A
N/A
N/A
Faculty Data
Fall 2010
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
11.35
15.15
0.25
26.75
0.42
IV. Faculty Data Comparables F2010
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
Alameda
Berkeley
Laney
Merritt
4.47
4.14
0.6
9.21
0.49
3.03
12.8
0.0
15.82
0.19
8.36
8.36
0.25
16.96
0.49
3.66
4.78
0.59
9.03
0.41
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.
Competence in critical thinking, reading and
writing English is fundamental to the labor
market and fundamental to vocational course
success. Students need to write project plans
and read manuals.
The English Dept. offers classes in all areas:
basic skills, transfer level courses and courses
for program completion.
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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
English is core curriculum for every student
who comes to Laney.
English courses are incorporated in all new
grant related activities. English courses also
reach out to the community such as field trips
and the Community Voices course (cut this
year), which later became a theater department
play.
Our grant-related programs were hailed in the
ACCJC report for their innovativeness; we have
also developed a comprehensive basic skills
program that is embedded in our department
core course trajectory; we have maintained
excellence in our transfer-level courses and in
our elective courses.
Our department's leadership led the way for
programs such as UBAKA, Bridge and LEAP;
our department is an innovative and
collaborative partner in programs such as
Puente (which was eliminated this year), CAA,
Gateway, EBGJC.
Our department's leadership was instrumental
in creating and developing The Writing Center,
the tutor training class, and thus, seamlessly
connecting excellent students to peer tutoring.
Our department's leadership was also
instrumental in bringing various disciplines to
talk together in BSLC and create joint courses;
we hope to continue this in the upcoming year,
dependent on funding.
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 4 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.
The English Department would like to better serve the Laney College community through creating a major to
anchor talented students at Laney. This year one faculty member is retiring while others are planning to
retire. We need to hire more full-time faculty as soon as possible to ensure that all the duties and
responsibiilites of the department are handled in a thoughtful manner. We ask for:1) six new contract
faculty within the next three years; and 2) replacement of any full time faculty who permanently leaves
the department; 3) increase the staff at the James Oliver Writing Center; 4) expand and enhance the
tutorial program including an increase in the tutoring budget so that we can once again have tutors in
the basic skills classes; 5) allow some new classes to be protected from cuts as they generate a
following.
IX. Needs
Please describe and prioritize any faculty, classified, and student assistant needs.
Our English Department program review of 1990 noted that the department consisted of 17 contract
instructors, a lost of 8 positions since its peak in 1978. That report deemed 17 inadequate and
recommended the hiring of more full time instructors. Today there are only eleven contract instructors, a
number far lower than recommended in the past program reviews. Why is this important? Relying on the
use of part-time faculty, which, because of class reductions, number about twenty individuals, creates
instability and inconsistency in the department. The question is are we really serving the needs of the
students with constant faculty changes? Where is the community in community college when the college
instructors are changing and not always as committed as full-time faculty because of outside Laney
concerns?
We are hoping to reinstitute tutors in our basic skills classes as an effective practice leading to retention
More student help would be welcome to take care of clerical duties and help the department run more
smoothly.
Please describe and prioritize any equipment, material, and supply needs.
An English department copier, fax and scanner would be very helpful to the management and organization
of the department. Computers that work efficiently for part-time faculty would also be helpful. Part- time
faculty need a locker or a locked drawer to store instructional materials.
Please describe and prioritize any facilities needs.
Office space for PT faculty that is dedicated as office space is absolutely necessary. Now, English p-t faculty
share their offices with the photocopy machine. Furthermore, about twenty individuals use a space
suitable for four.
Page 5 of 6
X.
Course SLOs and Assessment
Fall 2010
Number of active courses in your discipline
36; there are 7 Project
Bridge courses.
Number with SLOs
All.
% SLOs/Active Courses
100
Number of courses with SLOs that have been assessed
6
% Assessed/SLOs
1/6
Describe types of assessment methods you are using
Essays, surveys, exams.
Describe results of your SLO assessment progress
Faculty discussion regarding pedagogy. Individuals innovating different kinds of pedagogy.
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
Page 6 of 6
none