City College of San Francisco - California Competes

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STANDARD II.A City College of San Francisco offers two degrees, 130 certificate programs, 34 awards of achievement and 11 specific majors. [Ref. 4] The certificate programs and awards of achievement cover a variety of vocational areas of study and prepare students for the local labor market. During the last two years, several departments have decided to replace their existing award of achievement with a major. In most cases, the coursework has remained unchanged with the conversion. The shift to majors represents a culmination of efforts that began with the Enhanced Self-Study (ESS) 8 recommendation that majors become a part of the College’s curricular offerings. [Ref. 5] The rationale for this recommendation included several elements. The sub-committee recommendation referenced the need to provide students a level of curricular depth and breadth within a specific discipline at the two-year degree level, the desire to better prepare those students who transfer to four-year institutions for upper-division coursework in a specific field of study, and the hope that those students completing a major would develop a greater sense of self-confidence and intellectual maturity. [Ref. 6] As of Fall 2004, 11 specific majors had been developed. The intended learning outcomes for each of these new majors are found in the College Catalog and are stated in the introduction preceding the coursework constituting each major. Similarly, each award of achievement and certificate presented in the College Catalog includes an introductory statement that presents the learning outcomes for the program. Generally, these learning outcomes reference employment opportunities and skill sets associated with the field of study. For those programs in the allied health field and other programs where exams for licensure are taken upon completion of the coursework, the ability to sit for the stated exam is presented as a learning outcome for the program. Recently, there has been an effort to more clearly delineate learning outcomes at the program level. This effort includes revision of the style page for the Catalog with the inclusion of a new header “Learning Outcomes.” Department chairs have been asked to include a learning outcomes statement for their program(s) that will appear in the 2005-06 College Catalog. During the Fall 2004 semester, approximately 20 of 52 instructional departments submitted a learning outcomes statement for their program(s). [Ref. 7] At the course level, learning outcomes have been the subject of much discussion. The College Curriculum Committee twice included learning outcomes as a topic of discussion during Fall 2004. Additionally, a work group, derived from the Committee, met twice during the same semester to address course-based learning outcomes and how to incorporate this idea into the course outline template. During the November 3, 2004 meeting, the College Curriculum Committee made the decision not to revise the existing method faculty employ when developing course objectives, as this method mirrors the method found in the research literature regarding the development of learning outcomes statements. Rather, the Committee decided to adopt a revised course outline template that included the new header, “Major Learning Outcomes.” This header replaces the longstanding header, “Course Objectives.” [Ref. 8] Curriculum development is a faculty-initiated process. Frequently, those faculty developing new curricula are directly responding to the needs of their students. Learning outcomes are developed and embedded in the course outlines. Strategies for attaining learning outcomes are also embedded in the course outline under the Instructional Methodology section. Faculty involved in the development of course outlines are asked by the Office of Instruction to engage in the technical review process prior to submitting the materials to the College Curriculum Committee. While there are many goals associated with technical review, one of the primary goals is to ensure that the learning outcomes, 8 The Enhanced Self-Study began during Fall 2001 and was a joint project of the Chancellor’s Office and the Academic Senate. The study represented a detailed examination of the factors promoting and inhibiting student success at the College. The overall goal of the initiative was to increase our contribution to student achievement and persistence and increase levels of student satisfaction as a result. Thirty-four (34) recommendations resulted from this study. CITY COLLEGE OF SAN FRANCISCO 113
STANDARD II.A course content, and instructional methodology reinforce and support one another. This ensures that learning outcomes align with specific course content, and that these elements align with specific instructional methodology (i.e., assignments and methods of evaluation). Further evaluation of student learning outcomes and their relationship to course content and instructional methodology at the course level occurs within departments once a course has been offered. When necessary, a department will revise the course outline and resubmit it to the College Curriculum Committee for review and approval. This type of committee action represents a significant portion of the Committee’s work. For example, during the 2003-04 academic year, the Committee reviewed and approved revisions to 67 course outlines. At the program level, revisions also occur based on an assessment of the program’s effectiveness in relation to its learning outcomes. These revisions range from minor changes to significant changes regarding the program’s coursework. Again, it is the faculty who initiate these revisions and it is the College Curriculum Committee that reviews and approves these changes. During the 2003-04 academic year, 24 instructional programs were revised. [Ref. 9] Title 5, Section 55002 is the law governing whether coursework offered by the institution is at the collegiate level. The College Curriculum Committee, in conjunction with the Office of Instruction, has developed several submission forms for faculty who wish to develop new courses and programs. Course requirements as stated in Title 5, Section 55002 are included on these forms and are to be adhered to when developing the new course outlines. The College Curriculum Committee reviews these course outlines to ensure compliance. With specific reference to learning outcomes, the Curriculum Committee Handbook provides much detail regarding the development of learning outcomes. For example, Bloom’s Taxonomy, which includes a list of appropriate verbs for the development of student learning outcomes, is presented along with several examples of learning outcomes statements that reflect collegiate-level work. [Ref. 10] It should be noted that those departments with external regulatory oversight continue to discuss student achievement assessment results and the impact of those results at the course and program level. The College’s distance learning programs, inclusive of both online and telecourse instruction, have maintained the practice of surveying students enrolled in these courses in order to improve delivery. The review of these data frequently leads to discussions between those administering the distance education program and participating faculty regarding the format and delivery of these courses. An example of institutional level discussion regarding the use of student achievement assessment results to improve courses offered is the recent effort to revise the English Graduation Requirement. This effort began with a recommendation from the visiting team during the 2000 accreditation process and was reaffirmed by the College’s Enhanced Self-Study. During Fall 2003, the English and ESL Departments began a discussion regarding how to align the English Graduation Requirement with applicable Title 5 language and continue to serve the College’s diverse student population. As of Fall 2004, new coursework had been created and existing coursework had been revised in order to achieve these goals. Finally, while difficult to document with formal evidence, discussions occur within many departments regarding the relationship between courses, programs, and student achievement. From these discussions, courses and programs are revised and new curriculum is developed. II.A.2. The institution assures the quality and improvement of all courses and programs offered in the name of the institution, including collegiate, developmental, and pre-collegiate courses and programs, continuing and community education, study abroad, short-term training courses and programs, programs for international students, and contract or other special programs, regardless of type of credit awarded, delivery mode or location. 114 CITY COLLEGE OF SAN FRANCISCO
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City College of San Francisco 2006
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CHANCELLOR'S PREFACE: THE MAKING OF
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Certification of the Institutional
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ELIGIBILITY REQUIREMENTS Authority
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Financial Accountability Annual fin
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TABLE OF CONTENTS Chancellor's Pref
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HISTORY OF CITY COLLEGE As of 2005,
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INTRODUCTION | HISTORY The outcome
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ORGANIZATION OF THE INSTITUTION The
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Director Human Resources Clara Star
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Dean Admissions & Records (Credit)
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CITY & COLLEGE DATA I. San Francisc
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INTRODUCTION | CITY & COLLEGE DATA
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CCSF PRINCIPAL LOCATIONS MAP Identi
Page 65 and 66: Standard I Susan Lopez Dr. Bruce Sm
Page 67 and 68: PARTICIPANT LISTS Standard I Susan
Page 69 and 70: INTRODUCTION | PARTICIPANTS Standar
Page 71 and 72: INTRODUCTION | PARTICIPANTS Theme 3
Page 73 and 74: READERS’ GUIDE TO THE CCSF ACCRED
Page 75 and 76: ABSTRACT OF THE SELF STUDY Standard
Page 77 and 78: INTRODUCTION | ABSTRACT development
Page 79 and 80: INTRODUCTION | ABSTRACT Development
Page 81 and 82: INTRODUCTION | ABSTRACT Standard II
Page 83 and 84: INTRODUCTION | ABSTRACT Theme III:
Page 85 and 86: RESPONSE TO 2000 RECOMMENDATIONS
Page 87 and 88: 2000 RESPONSE Over 70 percent agree
Page 89 and 90: 2000 RESPONSE One of the services c
Page 91 and 92: 2000 RESPONSE 2000 | Standard 3: In
Page 93 and 94: 2000 RESPONSE 2000 | Standard 7: Fa
Page 95 and 96: 2000 RESPONSE 2000 | Standard 10: G
Page 97 and 98: STANDARD I: Institutional Mission &
Page 99 and 100: STANDARD I II. Standards I.A & I.B
Page 101 and 102: STANDARD I objectives. In addition,
Page 103 and 104: STANDARD I Alemany Campuses offer e
Page 105 and 106: STANDARD I its effectiveness in mee
Page 107 and 108: STANDARD I IV. References Ref. 1 Re
Page 109 and 110: STANDARD II: Student Learning Progr
Page 111 and 112: STANDARD II.A I. Overview of the St
Page 113 and 114: STANDARD II.A program develops a se
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Page 119 and 120: STANDARD II.A The Intensive English
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Page 139 and 140: STANDARD II.B I. Overview of the St
Page 141 and 142: STANDARD II.B promotes departmental
Page 143 and 144: STANDARD II.B Many special programs
Page 145 and 146: STANDARD II.B Professional developm
Page 147 and 148: STANDARD II.B Students no longer ne
Page 149 and 150: STANDARD II.B III. Strengths & Area
Page 151 and 152: STANDARD II.B IV. References Ref. 1
Page 153 and 154: STANDARD II.C I. Overview of the St
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Page 165 and 166: STANDARD III Resources
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REPORT TAB III.A III.A
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STANDARD III.A II. Standard III.A R
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STANDARD III.A indicators that are
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STANDARD III.A Slurs is included in
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STANDARD III.A Management Council m
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STANDARD III.A the California Commu
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STANDARD III.A III.A.4.c. The insti
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STANDARD III.A The Technology Learn
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STANDARD III.A III. Strengths & Are
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STANDARD III.A IV. References Ref.
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REPORT TAB III.B III.B
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STANDARD III.B While the 2001 bond
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STANDARD III.B The College actively
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STANDARD III.B In cooperation with
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STANDARD III.B III. Strengths & Are
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REPORT TAB III.C III.C
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STANDARD III.C II. Standard Report
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STANDARD III.C the Banner database
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STANDARD III.C In addition, the Col
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STANDARD III.C IV. References Ref.
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STANDARD III.D I. Overview of the S
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STANDARD III.D The College’s annu
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STANDARD III.D The College is self-
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STANDARD III.D All of California’
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STANDARD III.D The District receive
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STANDARD III.D College’s lead fin
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STANDARD III.D the highest level of
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STANDARD IV Leadership & Governence
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STANDARD IV I. Overview of the Stan
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STANDARD IV agreement was brought b
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STANDARD IV The College’s communi
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STANDARD IV The Board reviews, eval
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STANDARD IV or regulation to the co
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STANDARD IV The Chancellor establis
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STANDARD IV III. Strengths & Areas
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STANDARD IV Ref. 27 Ref. 28 CCSF Te
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INTRODUCTION TO THE THEME ESSAYS In
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THEME TAB I THEME I
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THEME I I. Overview This essay prov
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THEME I College), and refined the M
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THEME I These findings called atten
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THEME I success (analyzing the prog
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THEME I methods for their participa
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THEME I Beyond Instruction: Additio
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THEME I V. Resources Res. 1 Res. 2
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THEME II: Student Learning Outcomes
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THEME II outcomes assessment in the
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THEME II City College of San Franci
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THEME II Over half of the colleges
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THEME II learning outcomes for all
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THEME II The English Department’s
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THEME II The responses to this inve
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THEME II While indirect measures ca
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THEME II “Another potential sourc
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THEME TAB III THEME III
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THEME III I. Overview College dialo
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THEME III Dialogs regarding student
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THEME III • DACUM (Designing A Cu
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THEME III needs of both. As a resul
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THEME III At the Mission Campus, in
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THEME III V. Resources Res. 1 Liste
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THEME IV: Evaluation, Planning, & I
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THEME IV requirements necessary to
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THEME IV The Steering Committee for
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THEME IV Many of the recommendation
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THEME IV appropriate, College funds
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THEME IV Collaboration has allowed
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THEME IV Continuous improvement. Th
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THEME IV Once the problem has been
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THEME TAB V THEME V
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THEME V I. Overview This essay illu
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THEME V The College supports progra
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THEME V Organizational support for
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THEME V Biotechnology Program. Biot
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THEME V Organizational support for
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THEME V Administrative support for
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THEME V The College is committed to
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THEME TAB VI THEME VI
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THEME VI I. Overview Demonstrating
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THEME VI registration), and second,
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THEME VI of California. The service
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THEME VI Evaluation of the Shared G
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THEME VI The College’s weekly new
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THEME VI The College has a clear co
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THEME VI The College Diversity Comm
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THEME VI V. Resources Res. 1 Instit
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MAJOR FINDINGS
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MAJOR FINDINGS Teaching & Learning
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MAJOR FINDINGS 12. Expand efforts t
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City College of San Francisco - California Competes

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