City College of San Francisco - California Competes

More documents

Recommendations

Info

STANDARD III.A With the discontinuation of state funding, AB1725 travel funds were eliminated and the quality of FLEX day events was directly impacted such that funding is not currently available for guest keynote speakers. However, through the efforts of the Chancellor, the Office of Professional Development, and the Staff Development Committee, the College has continued to offer a limited program, one day per semester (1/2 day, since the other half is devoted to departmental meetings). Prior to 2003, the fall semester event was held over three days, and the spring semester events were two days. This allowed for a varied and quality offering of workshops as indicated in the FLEX event programs. The institution provides all personnel with opportunities for continued professional development. Faculty, classified staff, and administrators are provided varied opportunities for professional development through FLEX day activities/workshops, conferences/conventions (funding permitting), sabbatical leave awards, and individual professional development (refer to collective bargaining agreements). The Office of Professional Development plans annual FLEX activity programs for faculty and staff. Professional development requirements for faculty are outlined in the Faculty Handbook on page 16, on the Office’s website, and in the FLEX day programs. The FLEX day programs are consistent with the institutional mission and based on identified teaching and learning needs. Opportunities afforded through contractual agreement with the AFT 2121 include sabbatical leave awards (AFT 2121/SFCCD CBA Article 17.N), which allow 4 percent of the faculty to be on sabbatical during an academic year. [Ref. 30] The awarding of faculty is administered by the Sabbatical Committee. In the Fall 1999 semester, AFT 2121 and the District agreed to grant salary column movement to non-Ph.D. faculty. To date, the parties have, through the negotiation process, continued to implement phases of the salary column movement. In brief, faculty wishing to take college courses to accumulate units for salary column movement may: (1) take undergraduate courses, requiring prior approval from their respective School Dean and Vice Chancellor; (2) take graduate courses; or (3) develop a long-term professional development plan (AFT 2121/SFCCD CBA Article 20, Attachment 3 Professional Development Plan). [Ref. 31] The evaluation of faculty coursework is administered by the Human Resources Department. Administrative sabbatical awards are granted at the Chancellor’s discretion. In accord with the Sabbatical Leave for Administrators, two sabbatical leaves are granted per academic year and the award may be for one semester, one year, or a split (two non-consecutive semesters). Approval is based on seniority, benefit to the institution, and benefit to the individual, and consideration is given to the timing of the leave and its consistency with institutional priorities. Administrators who have not previously been awarded a sabbatical will be favored, granted the seniority rules are applied. Administrators may also be granted a short-term paid leave for professional development and unpaid leaves. [Ref. 40] In cooperation with the leadership of the classified employees (SEIU and the Classified Senate), the Office of Professional Development and the Chancellor’s Office sponsor a classified employee FLEX day once a year, as noted in IIIA.4.a. The District provides release time for training and/or presenting during FLEX days. The Classified Senate, in its purpose to be supportive of the classified staff, established the Joan McClain (founding member of the Classified Senate) scholarship to aid classified employees pursuing academic goals. The following educational opportunities are also available to classified SEIU members: (1) enrollment fee waiver program; (2) Book Loan Program; and (3) the SEIU Enrollment Fee Reimbursement Grant. Specific information about each of the aforementioned programs is available in the Classified Handbook on page 35 and in Article 13 – Staff Development of the SEIU/SFCCD CBA. [Refs. 32, 33] 180 CITY COLLEGE OF SAN FRANCISCO
STANDARD III.A The Technology Learning Center (TLC), a component of the Education Technology Office within the ITS Department, provides technology training programs to faculty and staff through regularly scheduled and FLEX workshops in GroupWise email, general orientations to the CCSF network, and MS Office applications. The TLC lab is located at the Ocean Campus in Batmale 313. Training is delivered in a variety of modes that meet employee needs. The TLC offers workshops, online training and tutorials, or sessions created specifically for a department’s needs. Additionally, the TLC website contains information on accessing CCSF network(s), email, and/or web accounts, and information on current projects, educational technology resources, etc. Additional funding is available for technology training not offered by the TLC. An example of a rather extensive professional development effort for classified personnel is currently taking place within the Financial Aid Office. The Dean and his staff are participating in team-building work sessions to promote professional communication, a healthy work environment, personal accountability, and to create a more complete and coherent work-flow process with the optimal goal of improving the quality of student services. III.A.5.b. With the assistance of the participants, the institution systematically evaluates professional development programs and uses the results of these evaluations as the basis for improvement. While attendance at FLEX is mandatory, faculty may select which of various events to attend and participate in. As such, raw data (e.g., number of participants) is difficult to assess. Moreover, with the elimination of state funding, the event is limited to one day per semester, some of which is devoted to departmental meetings. The reduced schedule makes it difficult to schedule a wide range and varied offering of workshops. Therefore, the annual staff development evaluation and the FLEX workshop evaluations serve as the sole source for assessing attendees’ satisfaction and for determining future event planning. [Ref. 21] Professional Development Annual Evaluation for 2004 results indicate that attendees vary in their professional development goals. [Ref. 20] Where some attendees seek more workshops pertaining to institutional/developmental education, others are solely interested in personal development (e.g., health and wellness, stress management). Survey results also show that attendees are satisfied with workshops pertaining to financial planning, and retirement planning. Additionally, the College’s Fall 2004 Survey Series shows a 2.825 mean rating (4.000 score = Excellent) for employee satisfaction with professional development days, and a 2.789 mean rating for professional development support, specifically travel. [Ref. 22] It is important to note that survey results for professional development show a direct response to the limited professional development events and elimination of travel funds, resulting from the elimination of state funding. The Office of Professional Development conducts an annual staff development evaluation. [Ref. 20] Administrators, department chairs, faculty, and staff are asked to rate their satisfaction on 67 questions pertaining to the following: (1) overall professional development activities; (2) instructional development; (3) professional development; and (4) personal development. The survey also provides space for faculty to make suggestions/recommendations. Additionally, the FLEX Workshop Evaluation form is distributed to participants during FLEX. III.A.6. Human resources planning is integrated with institutional planning. The institution systematically assesses the effective use of human resources and uses the results of the evaluation as the basis for improvement. Each organizational unit is responsible for developing a unit plan based on the College’s Annual Plan and submitting the unit plan to its respective major cost center manager for inclusion in CITY COLLEGE OF SAN FRANCISCO 181
Page 1 and 2:
City College of San Francisco 2006
Page 3 and 4:
CHANCELLOR'S PREFACE: THE MAKING OF
Page 5 and 6:
Certification of the Institutional
Page 7 and 8:
ELIGIBILITY REQUIREMENTS Authority
Page 9 and 10:
Financial Accountability Annual fin
Page 11 and 12:
TABLE OF CONTENTS Chancellor's Pref
Page 13 and 14:
HISTORY OF CITY COLLEGE As of 2005,
Page 15 and 16:
INTRODUCTION | HISTORY The outcome
Page 17 and 18:
ORGANIZATION OF THE INSTITUTION The
Page 19 and 20:
Director Human Resources Clara Star
Page 21 and 22:
Dean Admissions & Records (Credit)
Page 23 and 24:
CITY & COLLEGE DATA I. San Francisc
Page 25 and 26:
INTRODUCTION | CITY & COLLEGE DATA
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
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
Page 115 and 116:
STANDARD II.A College Curriculum Co
Page 117 and 118:
STANDARD II.A course content, and i
Page 119 and 120:
STANDARD II.A The Intensive English
Page 121 and 122:
STANDARD II.A Committee is the main
Page 123 and 124:
STANDARD II.A some departments (e.g
Page 125 and 126:
STANDARD II.A Most departments repo
Page 127 and 128:
STANDARD II.A II.A.3.b. A capabilit
Page 129 and 130: STANDARD II.A Other institution-wid
Page 131 and 132: STANDARD II.A The Transfer Center p
Page 133 and 134: STANDARD II.A expounds the principl
Page 135 and 136: STANDARD II.A provide students with
Page 137 and 138: STANDARD II.A Ref. 26 Ref. 27 Ref.
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
Page 155 and 156: STANDARD II.C Resources building. C
Page 157 and 158: STANDARD II.C combined with qualita
Page 159 and 160: STANDARD II.C equipment line item t
Page 161 and 162: STANDARD II.C Moreover, annual stud
Page 163 and 164: STANDARD II.C 3. There is significa
Page 165 and 166: STANDARD III Resources
Page 167 and 168: REPORT TAB III.A III.A
Page 169 and 170: STANDARD III.A II. Standard III.A R
Page 171 and 172: STANDARD III.A indicators that are
Page 173 and 174: STANDARD III.A Slurs is included in
Page 175 and 176: STANDARD III.A Management Council m
Page 177 and 178: STANDARD III.A the California Commu
Page 179: STANDARD III.A III.A.4.c. The insti
Page 183 and 184: STANDARD III.A III. Strengths & Are
Page 185 and 186: STANDARD III.A IV. References Ref.
Page 187 and 188: REPORT TAB III.B III.B
Page 189 and 190: STANDARD III.B While the 2001 bond
Page 191 and 192: STANDARD III.B The College actively
Page 193 and 194: STANDARD III.B In cooperation with
Page 195 and 196: STANDARD III.B III. Strengths & Are
Page 197 and 198: REPORT TAB III.C III.C
Page 199 and 200: STANDARD III.C II. Standard Report
Page 201 and 202: STANDARD III.C the Banner database
Page 203 and 204: STANDARD III.C In addition, the Col
Page 205 and 206: STANDARD III.C IV. References Ref.
Page 207 and 208: STANDARD III.D I. Overview of the S
Page 209 and 210: STANDARD III.D The College’s annu
Page 211 and 212: STANDARD III.D The College is self-
Page 213 and 214: STANDARD III.D All of California’
Page 215 and 216: STANDARD III.D The District receive
Page 217 and 218: STANDARD III.D College’s lead fin
Page 219 and 220: STANDARD III.D the highest level of
Page 221 and 222: STANDARD IV Leadership & Governence
Page 223 and 224: STANDARD IV I. Overview of the Stan
Page 225 and 226: STANDARD IV agreement was brought b
Page 227 and 228: STANDARD IV The College’s communi
Page 229 and 230: STANDARD IV The Board reviews, eval
Page 231 and 232:
STANDARD IV or regulation to the co
Page 233 and 234:
STANDARD IV The Chancellor establis
Page 235 and 236:
STANDARD IV III. Strengths & Areas
Page 237 and 238:
STANDARD IV Ref. 27 Ref. 28 CCSF Te
Page 239 and 240:
INTRODUCTION TO THE THEME ESSAYS In
Page 241 and 242:
THEME TAB I THEME I
Page 243 and 244:
THEME I I. Overview This essay prov
Page 245 and 246:
THEME I College), and refined the M
Page 247 and 248:
THEME I These findings called atten
Page 249 and 250:
THEME I success (analyzing the prog
Page 251 and 252:
THEME I methods for their participa
Page 253 and 254:
THEME I Beyond Instruction: Additio
Page 255 and 256:
THEME I V. Resources Res. 1 Res. 2
Page 257 and 258:
THEME II: Student Learning Outcomes
Page 259 and 260:
THEME II outcomes assessment in the
Page 261 and 262:
THEME II City College of San Franci
Page 263 and 264:
THEME II Over half of the colleges
Page 265 and 266:
THEME II learning outcomes for all
Page 267 and 268:
THEME II The English Department’s
Page 269 and 270:
THEME II The responses to this inve
Page 271 and 272:
THEME II While indirect measures ca
Page 273 and 274:
THEME II “Another potential sourc
Page 275 and 276:
THEME TAB III THEME III
Page 277 and 278:
THEME III I. Overview College dialo
Page 279 and 280:
THEME III Dialogs regarding student
Page 281 and 282:
THEME III • DACUM (Designing A Cu
Page 283 and 284:
THEME III needs of both. As a resul
Page 285 and 286:
THEME III At the Mission Campus, in
Page 287 and 288:
THEME III V. Resources Res. 1 Liste
Page 289 and 290:
THEME IV: Evaluation, Planning, & I
Page 291 and 292:
THEME IV requirements necessary to
Page 293 and 294:
THEME IV The Steering Committee for
Page 295 and 296:
THEME IV Many of the recommendation
Page 297 and 298:
THEME IV appropriate, College funds
Page 299 and 300:
THEME IV Collaboration has allowed
Page 301 and 302:
THEME IV Continuous improvement. Th
Page 303 and 304:
THEME IV Once the problem has been
Page 305 and 306:
THEME TAB V THEME V
Page 307 and 308:
THEME V I. Overview This essay illu
Page 309 and 310:
THEME V The College supports progra
Page 311 and 312:
THEME V Organizational support for
Page 313 and 314:
THEME V Biotechnology Program. Biot
Page 315 and 316:
THEME V Organizational support for
Page 317 and 318:
THEME V Administrative support for
Page 319 and 320:
THEME V The College is committed to
Page 321 and 322:
THEME TAB VI THEME VI
Page 323 and 324:
THEME VI I. Overview Demonstrating
Page 325 and 326:
THEME VI registration), and second,
Page 327 and 328:
THEME VI of California. The service
Page 329 and 330:
THEME VI Evaluation of the Shared G
Page 331 and 332:
THEME VI The College’s weekly new
Page 333 and 334:
THEME VI The College has a clear co
Page 335 and 336:
THEME VI The College Diversity Comm
Page 337 and 338:
THEME VI V. Resources Res. 1 Instit
Page 339 and 340:
MAJOR FINDINGS
Page 341 and 342:
MAJOR FINDINGS Teaching & Learning
Page 343:
MAJOR FINDINGS 12. Expand efforts t
show all

City College of San Francisco - California Competes

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?