Approved Version
Annual Program Review Form
2010-11
The completion of this form is part of the institutional program review process. Please submit a completed form to
the Program Review Committee and to your School Dean or immediate supervisor by February 25, 2011.
Combined responses to questions 1 through 6 should not normally exceed four pages.
Department:
Contact Person:
Date:
Philippine Studies
Paz, Leo
February 17, 2011
Please check this box to certify that faculty and staff in your unit discussed the major planning objectives:

Description of Programs and Services and their Locations
Description from Spring 2010 inserted by Research & Planning. Please revise if necessary.
The Philippine Studies Department is one of only two such programs in the U.S., with a department
chair, an allocated budget and facullty. The other is based in a private East Coast university. Thus,
we have students from many parts of the country particularly during the summer term. We aim to
provide awareness and education on the history, culture and society of the Philippines and the Filipino
Diaspora. We have helped introduce Philippine Studies courses in Skyline College, Diablo Valley
College, and in Oceana and Westmoor High in the Jefferson High School District, San Mateo County.
The department offers courses that make students understand and appreciate Filipino ethnic identity,
and cultural diversity in general. It strives to help students fulfill transfer and graduation requirements
at CSU, UC, and other educational institutions. The department offers credit courses at the Ocean
campus, and related courses cross-listed with other departments. We work closely with TULAY, the
Filipino American Student Success Program. Each semester, we have more than 400 students enrolled
in 16 core, related, and cross-listed courses. Over a 15 year period from 1995 to the present we have
coached students and helped them receive two month Fulbright grants for Advanced Filipino language
studies in the Philippines. We have also raised funds to send 10 students who have worked as Interns
with street children in the Greater Manila Area in partnership with Virlanie Foundation in Makati,
Philippines. Since 2005 we have offered advanced college credit courses to high school students
from various San Francisco High Schools in a joint with PEPS (Pin@y Educational Partnerships) of
San Francisco State University.
Use data on this and following pages to respond to Question 1:
STUDENT CONTACTS, PERSONNEL, EXPENDITURES, AND PRODUCTIVITY
Aca de mic Y e a r
P hillipine S tudie s (7338)
Credit
Students
Credit
Faculty
Other
Personnel
2005-06
2006-07
2007-08
2008-09
2009-10
22.21
19.34
26.69
27.36
32.41
Enrollment
225
192
265
268
321
Headcount
206
173
239
247
295
FTEF Instructional
0.80
0.70
0.90
0.80
0.80
FTEF NonInstructional
0.00
FTEF Chairs
0.20
0.20
0.20
0.20
0.20
Unrestricted 1000
$134,349
$140,681
$150,363
$150,487
$148,401
Unrestricted 2000
$1,865
$873
$1,287
$261
$873
Unrestricted 3000
$30,802
$31,274
$33,460
$36,103
$37,692
Unrestricted 4000
$22
Unrestricted 5000
$198
FTES Regular
FTEF Administrator
FTEF Classified
$81
Unrestricted 6000
Unrestricted 7000
Unrestricted Total
$167,237
$172,828
$185,110
$186,851
$187,047
$1,646
$2,696
$2,759
$1,532
$698
Restricted 1000
Restricted 2000
Restricted 3000
Expenditures
Restricted 4000
Restricted 5000
Restricted 6000
$3,052
Restricted 7000
Restricted Total
$1,646
$5,747
$2,759
$1,532
$698
27.76
27.62
29.76
34.20
40.52
$87,422
$80,916
$118,066
$126,747
$150,396
Other 1000
Other 2000
Other 3000
Other 4000
Other 5000
Other 6000
Other 7000
Other Total
Productivity
FTES per FTEF
Apportionment Regular
2
STUDENT DEMOGRAPHICS IN CREDIT
P hillipine S tudie s
Age
Bogg
Aca de mic Y e a r
2005-06
2006-07
2007-08
2008-09
2009-10
16 - 19
35.9%
32.9%
31.0%
39.7%
42.0%
20 - 24
41.7%
50.9%
51.0%
41.7%
39.7%
25 - 29
12.1%
6.4%
7.1%
8.5%
10.2%
30 - 34
4.9%
2.9%
5.0%
2.8%
3.7%
35 - 39
0.0%
1.2%
2.9%
2.8%
1.0%
40 - 49
2.9%
2.9%
0.4%
2.4%
1.7%
50 Plus
2.4%
2.9%
1.7%
2.0%
1.7%
Unknown/No Response
0.0%
0.0%
0.8%
0.0%
0.0%
Received Bogg Fee Waiver
33.5%
30.1%
39.7%
34.8%
44.4%
Did Not Receive Bogg
66.5%
69.9%
60.3%
65.2%
55.6%
2.9%
2.3%
4.2%
1.2%
1.7%
African American/Non Hispanic
American Indian/Alaskan Native
Asian (excluding SouthEast)
Filipino
Ethnicity
Gender
4.4%
1.2%
8.4%
6.1%
6.4%
80.6%
87.3%
72.0%
77.7%
69.2%
Hispanic/Latino
2.9%
1.2%
0.8%
1.6%
5.4%
Other Non White
0.5%
2.9%
0.8%
0.0%
1.0%
Pacific Islander
1.5%
1.2%
2.5%
3.2%
2.7%
SouthEast Asian
0.5%
0.6%
0.8%
1.2%
0.3%
Unknown/No Response
2.4%
1.2%
5.9%
3.2%
10.5%
White Non Hispanic
4.4%
2.3%
4.6%
5.7%
2.7%
Female
49.0%
46.8%
41.8%
43.7%
37.6%
Male
50.5%
53.2%
58.2%
56.3%
61.7%
0.5%
0.0%
0.0%
0.0%
0.7%
206
173
239
247
295
Unknown/No Response
T ota l S tude nts
3
STUDENT SUCCESS IN CREDIT
measured by GRADE POINT AVERAGE and PERCENT UNITS PASSED
P hillipine S tudie s
Cre dit S ucce ss D a ta by D e mogra phic
2005-06 2006-07 2007-08 2008-09 2009-10
16 - 19
20 - 24
25 - 29
30 - 34
35 - 39
40 - 49
50 Plus
Unknown/No Response
2.83
2.92
3.21
3.31
3.83
3.75
2.51
2.77
3.43
4.00
3.50
4.00
4.00
3.09
3.25
3.60
3.71
3.80
4.00
3.67
4.00
2.76
2.81
3.50
3.83
3.67
3.60
3.75
2.86
3.07
3.35
3.25
4.00
3.75
4.00
by
Bogg
Received Bogg Fee Waiver
Did Not Receive Bogg
2.98
3.00
2.99
2.75
3.31
3.26
2.96
2.92
3.06
3.05
African American/Non Hispanic
American Indian/Alaskan Native
Asian (excluding SouthEast)
Filipino
Hispanic/Latino
Other Non White
Pacific Islander
SouthEast Asian
Unknown/No Response
White Non Hispanic
2.60
2.86
3.50
2.00
4.00
2.77
3.00
3.33
3.00
3.00
3.50
4.00
3.08
3.34
4.00
2.00
3.00
3.00
3.38
3.31
3.03
2.90
3.00
3.12
3.07
2.83
3.33
2.90
2.00
2.95
3.83
by
E thnicity
by
Ge nde r
Female
Male
Unknown/No Response
3.17
2.81
4.00
3.09
2.54
3.41
3.18
3.13
2.80
3.05
3.07
2.00
by
Age
16 - 19
20 - 24
25 - 29
30 - 34
35 - 39
40 - 49
50 Plus
Unknown/No Response
78%
75%
80%
70%
100%
80%
71%
72%
64%
60%
83%
60%
100%
74%
75%
91%
75%
86%
100%
100%
100%
78%
76%
64%
86%
86%
75%
80%
77%
68%
80%
80%
100%
80%
80%
by
Age
Gra de
P oint
Ave ra ge
3.83
2.96
3.33
4.00
2.00
2.75
3.14
3.40
2.00
2.71
3.18
by
Bogg
Received Bogg Fee Waiver
Did Not Receive Bogg
76%
78%
72%
72%
82%
73%
82%
73%
74%
73%
83%
0%
90%
67%
40%
by
E thnicity
African American/Non Hispanic
American Indian/Alaskan Native
Asian (excluding SouthEast)
Filipino
Hispanic/Latino
Other Non White
Pacific Islander
SouthEast Asian
Unknown/No Response
White Non Hispanic
67%
78%
100%
100%
50%
0%
80%
67%
100%
74%
50%
60%
50%
100%
100%
33%
63%
76%
50%
50%
83%
100%
93%
83%
97%
75%
75%
68%
77%
72%
100%
63%
100%
61%
75%
Female
Male
Unknown/No Response
79%
76%
100%
84%
61%
81%
73%
74%
78%
P e rce nt
U nits
P a sse d
by
Ge nde r
83%
67%
75%
75%
75%
73%
50%
4
1. Please provide reflections on the above data trends for your department. If you have additional data that
you would like to provide, please also include that here.
Data indicates that Filipino students have lower GPA’s that Asian students in 2004-2009. Their GPA’s are closer
to Latino, Southeast Asian, and Pacific Islander students. The Percent of Units Passed also indicate lower rates
among Fil Ams compared to Asian students.
The steady increase in the numbers of students in the 16-19 years age range reflect the success of TULAY &
APASS outreach programs to the high schools over the past four years.
Recent NAFAA research data on Filipino dropout rates in the high schools show they have higher than Asian
students, and these statistics have not improved for more than two decades.
CCSF's Research & Planning Landing Page data show that Filipino student enrollments slipped slightly
in mid-decade, but are now rising steadily. More efforts should be applied to again approximate the
African American Student population as it did in the 1980's and 1990's.
Enrollments in Fall 2010 were strong in PHST, as well as, cross-listed related courses, most sections average 30 plus students
and above. We have also noted an increase in cross-enrollment from CSU. CCSF's Internal Environmental Scan 2010 reports
that PHST's students increased by 124% over years 1998 to 2009. It is that in addition to FTEs increases in core PHST
courses, the Cross-Listed FTEs in courses related to Philippine Studies have grown from 108.66 in 2006 to 149 FTEs in 200708, 152.91 FTEs in 2008-09, and a significant rise to 197.98 FTEs in 2009-10.
2. Please describe any internal or external developments affecting your department since the last program
review.
Enrollments in Fall 2010 were strong in PHST, as well as, cross-listed related courses, most sections average 30 plus students
and above. We have also noted an increase in cross-enrollment from CSU. CCSF's Internal Environmental Scan 2010 reports
that PHST's students increased by 124% over years 1998 to 2009. It is that in addition to FTEs increases in core PHST
courses, the Cross-Listed FTEs in courses related to Philippine Studies have grown from 108.66 in 2006 to 149 FTEs in 200708, 152.91 FTEs in 2008-09, and a significant rise to 197.98 FTEs in 2009-10.
The Department has heavily supported TULAY at the latter program’s inception in Fall 2010. We also strive to
accommodate as many students in our Philippine Studies and cross-listed courses and encourage them to fulfill
their other important graduation requirements.
The English 92, 93, and 96 courses allocated to TULAY when it was under APASS have now been classified as
combined APASS/TULAY. The enrollment in the abovementioned courses could also be filled on a first-come first
served basis, thus Filipino American enrollment in these courses in Fall and Spring 2010-2011 and in the future
may suffer.
3. Summarize your department’s progress since the last program review on implementing your six-year
plan for reviewing all courses, programs, projects, and services. Please also update the Excel spreadsheet
that contains your timeline for this review and for the assessment of student learning outcomes. If your
unit does not offer courses, use this space to discuss your plans for assessing your administrative unit
outcomes.
We have completed course outline updates for 3 cross-listed courses under Social Sciences, 1 course for
Behavioral Sciences, 1 in Interdisciplinary Studies, 2 courses in Foreign Languages, and 2 courses in Philippine
Studies. The learning outcomes and assessments for these courses were refined, and evaluations for 2-3 Student
Learning Outcomes for each of these have been completed at the end of 2010.
5
4. Summarize your department’s progress since the last program review on the plans for improvement in
courses, programs, projects, and services based on the assessment of student learning outcomes. If your
unit does not offer courses, use this space to discuss your progress in improving your services based on
the assessment of your administrative unit outcomes. What is working particularly well? Are there items
you need help with?
Learning outcomes and assessments for 3 updated cross-listed courses under Social Sciences, 1 in Behavioral
Sciences, 1 in Interdisciplinary Studies, 2 courses in Foreign Languages, and 2 courses in Philippine Studies were
completed.
Their course outlines were refined, and evaluations for 2-3 Student Learning Outcomes for each of these have
been completed at the end of 2010.
5. Summarize your progress to date on the major objectives you identified in last year’s program review
(excluding progress already cited in #3 and #4).
The objective to increase department enrollments by three percent has been achieved in 2010.
A draft proposal for a Certificate in Philippine Studies has been started, and is will be completed by Spring 2011.
The Articulation Office has advised that it may be feasible to simultaneously submit a request for an Associate
Degree together with one for a Certificate in the discipline.
The introduction of a new PHST course has been deferred due to budget cuts. However, based on the Program
Review Committee’s response to last year’s report, we hope to get some resources to cover this .20 course
offering.
A Philippine Literature in Translation course will be offered in Fall 2011, but this will only temporarily replace a PIL
10A section which will offered anew in future semesters.
6. What are the department’s major objectives for the 2011-12 academic year? Cite linkages, where
applicable, to college plans. You may also cite linkages to the department’s review of courses, programs
and assessment of student learning.
Philippine Studies will continue its major role in supporting TULAY, the Filipino American Student Success
Program. It will coordinate with the Retention, English, Math, IDST, and the Social Sciences Departments, and also
the Pacific Islander Group, LSN, APASS, OMSL, and the Counseling Departments in meeting this objective.
The Department will continue working closely with Foreign Languages, Social Sciences, IDST, and Behavioral
Sciences in developing more assessments for student learning outcomes in cross-listed courses.
A Certificate Program in Philippine Studies will be established utilizing both core and cross-listed courses as
requirements for completion.
The above objectives are in line with the College Strategic Plan, Strategic Priorities #s 1, 2, and 3; the 2006
Education Master Plan, Section II, School Plans for the School of Behavioral and Social Sciences (SBSS), Section
2, # 1 & 2; and the Annual Developmental Objectives 1.1 and 1.5
.
Bonus Question for 2010-11: What progress has your department / program made on the college-wide
initiative to improve textbook affordability and access for all our students? Please indicate what
discussions you have had and what strategies you have developed to combat the high cost of textbooks.
We have discontinued use of an expensive textbook in two PHST sections. We have used an inexpensive text coauthored by our faculty in the PHST 20 course and augmented this with handout readings.
6
In the Philippine language courses, we have started using a web-based text and also instructed two students to share
just one book. In coordination with TULAY, we have also initiated a book loan program for the Filipino language
textbook.
In two cross-listed courses, we have stopped prescribing a textbook and have instead relied on handouts and a reader
lending program.
We have started a textbook writing project, one for PHST 30 and one for Filipino language.
7
New Resources Needed
Briefly describe each project. Include specific links, where applicable, to college plans to support your request. You
may also include specific links to the department’s review of courses, programs and assessment of student
learning. Please remember to include any costs associated with staffing, equipment, supply, facilities, or unit
requests. If exact costs are unknown, please approximate. Put your projects in order of priority. Add additional
items as necessary.
First Priority
 This is a new request
 We initially made this request in our
Program Review
Project Title:
Insert title here
Brief Project Description:
Insert description here
Timeline:
Insert timeline here
Rationale:
Insert rationale here
Links to Plans:
Insert links here
Staffing Needs:
Insert staffing needs (e.g., classified, reassigned, lab aides), if any, here
Equipment Needs:
Insert equipment needs, if any, here
Supply Needs:
Insert supply needs, if any, here
Facility Needs:
Insert facility needs, if any, here
Request for Additional Units:
Insert FTEF needs, if any, here
Second Priority
 This is a new request
 We initially made this request in our
Program Review
Project Title:
Insert title here
Brief Project Description:
Insert description here
Timeline:
Insert timeline here
Rationale:
Insert rationale here
Links to Plans:
Insert links here
Staffing Needs:
Insert staffing needs (e.g., classified, reassigned, lab aides), if any, here
Equipment Needs:
Insert equipment needs, if any, here
Supply Needs:
Insert supply needs, if any, here
Facility Needs:
Insert facility needs, if any, here
Request for Additional Units:
Insert FTEF needs, if any, here
8