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:
10/14/2010
Dean:
Linda Sanford
BI Download:
10/07/2010
Dept. Chair:
Karin Hart
Discipline:
LABST
Campus:
Laney
Mission
The Labor Studies Program at Laney College came directly out of a
collaborative effort in the early 1970s between organized labor in California and
the Institute of Industrial Relations at the University of California, Berkeley. The
vision was to create vocational training programs at the community college
level to address the needs of union activists, such as rank and file members,
as well as elected or appointed union officials. The first certificate/ AA program
was at Merritt College (graduating in 1974), followed by creating programs at
Los Angeles Trade-Technical College, City College of San Francisco and San
Jose City College. In 1991 the program was transferred by the Board to Laney
with a 0.5 FTE tenure track Coordinator/Instructor, and other classes taught by
adjunct faculty who are experts in their specialties of the field.
The Labor Studies program offers trade union members, staff and officers
a supportive learning environment where skills can be acquired and
sharpened, outlooks broadened, and critical thinking learned and applied.
Rank and file union activists often go on to become union stewards, executive
board members, elected officers and/or hired/appointed staff, applying what
they have learned to the real world. Some students are managers in human
resources. A majority of students in this program range in the age 35-54 years,
with a slight trend of increased among younger students. A number of these
non-traditional students first come to Laney to take a specific skill class, and
then decide to complete the program for a certificate of completion or acquire
an Associates of Arts degree in Labor Studies while working fulltime.
We also serve students work as supervisors, managers, and HR
professionals who want to improve their skills and understanding of resolving
problems in unionized workplaces.
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II.
Student Data
A. Enrollment
Fall 2008
Fall 2009
Fall 2010
Census Enrollment (duplicated)
68.0
63.0
72.0
Sections (master sections)
5.0
4.0
3.0
Total FTES
7.29
6.56
7.24
Total FTEF
0.92
0.72
0.51
FTES/FTEF
7.96
9.16
14.1
Enrolled
33.0
60.0
N/A
Retained
26.0
51.0
% Retained
78.0
85.0
N/A
N/A
33.0
22.0
66.0
7.0
21.0
60.0
48.0
80.0
9.0
15.0
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
0.4
0.11
0.0
0.51
77.93
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
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.4
0.11
0.0
0.51
77.97
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.
The Labor Studies Advisory Committee is
made up of leaders of area labor unions.
Surveyed unions are pleased with the
curriculum of the Labor Studies Program,
believing we are teaching skills needed for their
worksite leaders, stewards, officers and hired
staff. Both employing unions and alumni
surveyed agree that the current curriculum is
appropriate. Unions and NGOs recruit our
graduates, seeing us as a qualified source for
job candidates.
Transfer and Basic Skills: Describe how your
course offerings address transfer, basic skills, and
program completion.
Labor Studies students often transfer to a
BA/BS completion program at CSUs, UC, local
private colleges, and the National Labor
College in Silver Springs, MD. They usially
take long for degree completion than the years
Laney graduates tracks due to studying while
fully employed and receiving promotions in their
industry.
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
Page 3 of 6
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.
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1)
Improved Student Enrollment in Program
a)
A detailed plan and comprehensive steps is being worked on.
b)
Use of VETA/CTE funding for upgrading marketing material.
2)
Revise and Empower Vocational Advisory Committee
a)
A detailed plan and comprehensive steps are being revised.
b)
The program coordinator and advisory chair have begun plans.
3)
Develop New and Update Existing Curriculum
a)
A detailed plan and comprehensive steps are found in Program Review.
b)
Faculty is reviewing courses for possible distance learning updates.
4)
Improved Program Faculty Working Conditions
a)
A detailed plan and comprehensive steps are found in Program Review.
b)
Request submitted for funding from Vocational Education Equipment allocation to provide
faculty the ability to use technology to upgrade curriculum and information in class presentations.
IX. Needs
Please describe and prioritize any faculty, classified, and student assistant needs.
Our program's integraty is effected by the continual cancelling of classes due to budget issues. More
clerical support. Restore program coordinator's release time that was stripped due to budget.
Please describe and prioritize any equipment, material, and supply needs.
In addition to upgrading computers and software, we need the smart classroom AV equipt. in A-140
maintained. Can't use this semester due to hard to get bulb burnt out.
Please describe and prioritize any facilities needs.
We need a safe and secure office. We are requesting a private office after the Tower rebuild.
Page 4 of 6
X.
Course SLOs and Assessment
Fall 2010
Number of active courses in your discipline
Number with SLOs
% SLOs/Active Courses
100%
Number of courses with SLOs that have been assessed
% Assessed/SLOs
30%
Describe types of assessment methods you are using
All.
Describe results of your SLO assessment progress
We need to finish all classes offered this semester and next. We were unable to assess classes cancelled
for budget reasons.
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XI. Program Learning Outcomes and Assessment
Fall 2010
Number of degrees and certificates in your discipline
1 Certificate of
Achievement (was
Certificate of
Completion)
1 AA Degree3
Number with Program Learning Outcomes
3
Number assessed
0
% Assessed
0
Describe assessment methods you are using
all
Describe results of assessment
We need to enter data.
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