City College of San Francisco - California Competes

STANDARD II.A
Other institution-wide efforts promote the goal
of meeting employment standards. One vital
component is that occupational programs are
required to meet with industry advisory boards.
Many programs rely on their part-time faculty,
who bring to the students their direct, relevant
and current experience in the field, which results
in an ongoing dialog with full-time faculty and
the eventual revision of curriculum to reflect
industry practices and standards. Additionally,
many faculty are active members, or even board
members of industry or professional associations,
such as the American Association for Paralegal
Education, the Professional Aviation
Maintenance Association, the American Institute
for Floral Designers and several professional
health associations. These relationships strengthen
connections to industry and enhance the
curriculum development process.
The DACUM process (described in the response
to Standard II.A.1.) is another means by which
the College meets the needs of industry in the
curriculum that it offers.
There is no institution-wide mechanism for
measuring student job placement. However,
the VTEA Core Indicator Report demonstrates
how many graduates who have received a vocational
degree or certificate are covered by the
State Unemployment Insurance program.
Unfortunately, this Core Indicator Report does
not reflect how well the institution’s graduates
meet employment standards nor does it measure
those “student completers” who find employment
out-of-state, become self-employed, or
join the military.
Many vocational programs include a work-based
learning component through internships, work
experience or clinical experience. Often students
find employment as a result of their work-based
learning experience, but no formal tracking system
measures the frequency of this occurrence.
II.A.6. The institution assures that students and
prospective students receive clear and accurate
information about educational courses and
programs and transfer policies. The institution
describes its degrees and certificates in terms of
their purpose, content, course requirements, and
expected student learning outcomes. In every
class section students receive a course syllabus
that specifies learning objectives consistent with
those in the institution’s official approved course
outline.
II.A.6.a. The institution makes available to
its students clearly stated transfer-of-credit
policies in order to facilitate the mobility
of students without penalty. In accepting
transfer credits to fulfill degree requirements,
the institution certifies that the expected
learning outcomes for transferred courses are
comparable to the learning outcomes of its
own courses. Where patterns of student
enrollment between institutions are identified,
the institution develops articulation
agreements as appropriate to its mission.
II.A.6.b. When programs are eliminated
or program requirements are significantly
changed, the institution makes appropriate
arrangements so that enrolled students may
complete their education in a timely manner
with a minimum of disruption.
II.A.6.c. The institution represents itself clearly,
accurately, and consistently to prospective
and current students, the public, and its personnel
through its catalogs, statements, and
publications, including those presented in
electronic formats. It regularly reviews institutional
policies, procedures, and publications
to assure integrity in all representations about
its mission, programs, and services.
126 CITY COLLEGE OF SAN FRANCISCO