City College of San Francisco - California Competes

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STANDARD II.A The institution utilizes a variety of criteria to decide on the different courses and programs offered throughout the 12 primary campuses. These criteria include the institution’s Vision and Mission Statements, student need, labor market demand and the needs of specific communities served. Collegiate courses are offered as part of the institution’s effort to implement our mission and commitment to equal access to post-secondary education. The institution has utilized community listening sessions, community focus groups, student focus groups and student surveys to identify student educational needs. Programs and courses that address these needs are offered at the campuses. Pre-collegiate courses include basic skills, noncredit courses, credit non-degree applicable courses, and credit degree applicable courses specifically designed to prepare students for the academic rigor of general education credit courses. The institution defines basic skills coursework as a subset of the pre-collegiate course sequence. Each college has identified a limited number of pre-collegiate courses as “basic skills” courses. Coursework at the beginning of the credit English, Mathematics and ESL sequences as well as a collection of noncredit courses in ESL and Transitional Studies have been identified as basic skills courses. Student need drives the number of pre-collegiate courses offered. In a recent survey, 75 percent of first-time students enrolling in credit coursework required pre-collegiate coursework in order to acquire the foundational skills necessary to complete general education coursework. Consequently, pre-collegiate courses comprise a significant number of course offerings in English, Mathematics and ESL. Indeed, over twothirds of English courses and approximately half of all mathematics courses offered each semester are pre-collegiate courses. [Ref. 11] The Continuing Education Program is the extended learning program of the institution. This program is not-for-credit, fee-based, and self-supporting. Short-term classes and workshops are offered in a variety of areas. The decision to offer continuing education courses is based on the following rationales: • Student interest. • Developmental workshops or short-term classes that do not fit the mandated lower-division credit or noncredit areas. • Courses proposed by guest lecturers. • Courses that can be offered at no cost to the institution under the Education to Go Program. [Ref. 12] As a matter of policy, the institution attempts to build partnerships with business, industry, government, trade unions, and community agencies. The result of this policy has been the development of not-for-credit and credit contract education courses. These courses respond to the unique needs of external entities such as private companies or public agencies. These courses are the result of contact with the local business community and are usually short-term customized courses that are offered either in the workplace or at one of the campuses. The quality assessment of contract education courses occurs through interviews with employers and student surveys. The frequency of requests for services from the local business and public sector entities attests to the quality of these courses. The International Education Program comprises an Intensive English Program (IEP) offered through the Institute for International Students, the Academic Program for International Students, and the Study Abroad Programs. The institution offers these programs to promote cultural diversity within the student population and to encourage communication and intercultural awareness within the College community. CITY COLLEGE OF SAN FRANCISCO 115
STANDARD II.A The Intensive English Language Program was developed as a result of a feasibility study conducted during the 1991-92 academic year. This noncredit program is designed for international students with F-1 visas and prepares these students for further academic study and taking the Test of English as a Foreign Language (TOEFL) exam. The Academic Program for International Students serves approximately 300 students annually and is designed to provide access to international students who wish to enroll in degree-applicable coursework. [Ref. 13] The Study Abroad Programs provide students an opportunity to study and live in another country while receiving college credit. These programs are intended to enable students to experience the host country’s culture, language and history and develop a global perspective through their experiences. [Ref. 4] Short-term training courses are also offered through various vocational education programs. These credit courses are designed to satisfy immediate labor market demands of business and industry. The focus is on serving incumbent or displaced workers. Outcome data for these programs are found in the Vocational and Technical Education Act (VTEA) Core Indicator Report produced by the California State Chancellor’s Office. The quality of the credit and noncredit courses and programs offered as short-term training through the institution’s vocational education program is evaluated through the Program Review process, the Core Indicators Report, and faculty evaluations. Low enrollment has forced some programs to reflect on ways of improving course offerings. Programs that require licensing by an outside agency provide information on student success rates that are used to assess program effectiveness. [Ref. 14] The institution offers a General Education Development (GED) Program. This program is designed for students who wish to obtain a GED certificate in lieu of a high school diploma. The coursework for this program has been developed by the Transitional Studies Department and is offered at several sites. Students who successfully complete the coursework may sit for an examination developed by the American Council on Education. During the 2003-04 academic year, 793 students sat for the exam with 435 students passing the exam. [Ref. 15] A High School Diploma Program is also offered to those students who have completed a significant portion of their high school coursework and wish to complete the remaining credits necessary to acquire their diploma. II.A.2.a. The institution uses established procedures to design, identify learning outcomes, approve, administer, deliver and evaluate courses and programs. The institution recognizes the central role of its faculty for establishing quality and improving instructional courses and programs. The institution identifies areas of need with regard to courses and programs in several ways. Based on placement testing in Mathematics, English, and ESL, the Office of Research, Planning and Grants provides the institution with a profile of incoming students. In addition, this office collects data on other student characteristics as well as economic and population data for the Bay Area. Community needs are brought to the attention of the institution through listening sessions that are incorporated into the Strategic Plan. Many vocational programs and most campuses have advisory boards that provide feedback regarding the needs of specific communities served. This feedback is incorporated into the decision-making process affecting the administration, mode of delivery, and evaluation of courses and programs offered. Moreover, the Chancellor participates on the Executive Committee of the local Workforce Investment Board that is charged with identifying workforce needs. Once curriculum needs are identified, the curriculum development process begins. In order to assist faculty in the development of new curriculum, the College Curriculum Committee, with the support of the Office of Instruction, has provided numerous workshops that focus on curriculum development. These workshops are offered to faculty semiannually during FLEX Day activities. Additional resources include the 116 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
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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
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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
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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 123 and 124: STANDARD II.A some departments (e.g
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Page 131 and 132: STANDARD II.A The Transfer Center p
Page 133 and 134: STANDARD II.A expounds the principl
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Page 141 and 142: STANDARD II.B promotes departmental
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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
Page 155 and 156: STANDARD II.C Resources building. C
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Page 161 and 162: STANDARD II.C Moreover, annual stud
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Page 165 and 166: STANDARD III Resources
Page 167 and 168: 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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