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: Dean: Linda Sanford
Dept. Chair: Mark Rauzon BI Download:
Discipline:
Campus:
10/07/2010
PHYSC
Laney
Mission Provide interdisciplinary science education regarding the functioning of the planet and the impact of humans on those functions.
II. Student Data
A. Enrollment
Census Enrollment (duplicated)
Sections (master sections)
Fall 2008
93.0
4.0
Fall 2009
150.0
4.0
Fall 2010
172.0
4.0
Total FTES
Total FTEF
FTES/FTEF
B. Retention
Enrolled
9.67
0.8
12.09
92.0
15.49
0.8
19.36
139.0
17.2
0.8
21.5
N/A
Retained
% Retained
C. Success
Total Graded
Success
% Success
Withdraw
% Withdraw
59.0
64.0
92.0
33.0
35.0
33.0
35.0
68.0
48.0
139.0
37.0
26.0
71.0
51.0
N/A
N/A
N/A
N/A
N/A
N/A
N/A
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III. Faculty Data
( ZZ assignments excluded )
Fall 2010
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
0.8
0.0
0.0
0.8
100.0
IV. Faculty Data Comparables F2010
(ZZ assignments excluded) (Z assignments excluded)
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
Alameda
0.0
0.0
0.0
0.0
0.0
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.
Berkeley
0.2
0.2
0.0
0.4
50.0
Laney
0.8
0.0
0.0
0.8
100.0
Merritt
0.0
0.0
0.0
0.0
0.0
PHYSC offers the only transfer level interdisciplinary science courses offered by
Peralta. All courses fufill transfer science requirements and fill the requirements of certain colleges that now require an interdisciplinary Earth science for graduation
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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 PHYSC program is the only interdisciplinary science program in Peralta and is among the most advanced interdisciplinary science programs in the California Community
College system.
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.
In Spring 2011, PHYSC will add a new course "Climate Change" . Together with the other classes in the discipline, Introduction to Earth Sciences, and Introduction to the Marine Environment, the PHYSC program now covers at transfer level, the spectrum of interdisciplinary sciences related to the human environment. The program provides the basic science needs for all students who wish to pursue careers that require understanding of the Earth, including the wide sectrum of disciplines that require knowledge of the rationale for environmental laws and regulations (as wide ranging as construction to politics). Overall goals and plans are to establish all three existing courses as high enrollment mutilsection offerings (when budget allows). In parallel, there is an intent to develop a lower level short course that can convey to all students an appropriate and needed understanding of the basic science, expected consequences, and mitigation strategies of global climate change.
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IX. Needs
Please describe and prioritize any faculty, classified, and student assistant needs.
Added faculty will be needed as the program grows (subject to budget)
Please describe and prioritize any equipment, material, and supply needs.
Basic needs are met for the present
Please describe and prioritize any facilities needs.
PHYSC classes would be best taught in a high tech classroom with appropriate black-out capability since they depend on and can be enhaced by multimedia presentations. The current classroom is small, which limits enrollment, and cannot be blacked out, which limits mutlti media presentations. The current classroom is always excessively hot, and configured as a lab where many students are far from the instructor and screen, and it provides only very uncomfortable seating (stools with no backs). All of these tend to inhibit retention and student success.
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X. Course SLOs and Assessment
Fall 2010
Number of active courses in your discipline
3 includes PHYSC 25 to be offered for first time in
Spring 2011
Number with SLOs
3
% SLOs/Active Courses
100
Number of courses with SLOs that have been assessed
2 - PHYSC 25 will be assesed in 1st or 2nd semester it is offered
% Assessed/SLOs
100
Describe types of assessment methods you are using
Critical thinking oriented multiple choice questions and short essay questions relating to each SLO
Describe results of your SLO assessment progress


All SLO's were met
 One pattern that was tentatively identified suggests that Laney students may be less well prepared to take these classes than BCC students. This issue is difficult to address in a transfer able course since standards must be maintained and syllabus fully covered. Within the limitations that class size imposses, increased efforts have been made to identify poorly prepared students as early as possible and to work directly with these students to help them determine how best to catch up on necessary preparation.
A second pattern suggested that students taking a compressed 8 week late start online class did not have sufficient time to assimilate the material. A change has been made so that future late start classes will be extended to 12 weeks. The effectiveness of this change will be assessed once the change becomes effective in Spring 2011
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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
0
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