City College of San Francisco - California Competes

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THEME I: Institutional Commitment to High-Quality Education The institution demonstrates a commitment to student learning by providing high quality education congruent with institutional mission. The entire institution participates in reviewing institutional performance and participating in the college’s planning process for improvement of student learning outcomes to help the institution sustain its commitment to student learning. The institution regularly reviews and reflects upon its mission statement and modifies the mission whenever appropriate. CITY COLLEGE OF SAN FRANCISCO 243
THEME I I. Overview This essay provides the institutional context for a case study that focuses on basic skills programs within the College as an illustration of the institution’s commitment to high-quality education. It first defines “institutional commitment” and “high-quality education,” providing an overview of how we achieve both. It then discusses the alignment of CCSF’s Mission with the planning process and describes how this process yields strategic priorities for the College that can readily be mapped back to the Mission. One of CCSF’s eight strategic priorities focuses solely on basic skills, and the need for attention to basic skills is referenced throughout the remaining priorities. This fact, along with the foundational importance of basic skills mastery for greater student success in subsequent coursework, underpins the rationale for selecting basic skills as a case study that illustrates how the institution demonstrates a commitment to high-quality education through this focus. The case study, then, chronicles the evolution of CCSF’s emphasis on basic skills generally, and describes, in particular, interventions implemented as the result of grant funding in the two areas of greatest need, English and Math; the ways in which the institution measures progress and uses that information to inform practice at the classroom, direct service, and administrative levels; and how the institution continues to promote and support this emphasis through resource development, policy changes, and structural modifications. II. Institutional Context The Meaning of Institutional Commitment to High-Quality Education. WASC, through Standard I.B., suggests that an institution exhibits “commitment” when it “demonstrates a conscious effort to produce and support student learning [through measuring, assessing, and adapting learning as necessary] … [and] organizes its key processes and allocates its resources to effectively support student learning.” Similarly, “high-quality education,” as defined by the contents of WASC Standard II, centers around the extent to which programs are “systematically assessed in order to … improve teaching and learning strategies and achieve stated student learning outcomes” and the extent to which the college “identifies and seeks to meet the varied educational needs of its students consistent with their educational preparation and the diversity, demographics and economy of its communities” through the use of appropriate “delivery modes and teaching methodologies,” recognizing throughout the “central role of its faculty for establishing quality and improving instructional courses and programs.” This definition encompasses instruction, student support, and other services. A Bird’s-Eye View of CCSF’s Commitment to High-Quality Education. CCSF is committed to highquality education (including academic programs, student support, and other services) at all levels through 130 certificate programs, 34 awards of achievement, and 11 formal majors. One of CCSF’s largest programs (second to English as a Second Language, as indicated below), is its School of Business, employing roughly 150 faculty. Up to 60 percent of all students who transferred to San Francisco State University from CCSF began their college education in the School of Business; this statistic serves as an indicator suggesting that the School of Business’ educational programs are of high quality. While CCSF continues to deliver and assess its traditional academic programs, often on a large scale as in the case of Business, it also explores new frontiers in response to industry need in other areas of study. For example, the innovative “Design Collaborative” brings together faculty from Architecture, Art, Graphic Communications, Multimedia Studies, and Photography to develop design-related courses, leading to a formal major in design that addresses the needs of the local design community by virtue of promoting collaboration across design-related disciplines. CITY COLLEGE OF SAN FRANCISCO 245
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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
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PARTICIPANT LISTS Standard I Susan
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INTRODUCTION | PARTICIPANTS Standar
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INTRODUCTION | PARTICIPANTS Theme 3
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READERS’ GUIDE TO THE CCSF ACCRED
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ABSTRACT OF THE SELF STUDY Standard
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INTRODUCTION | ABSTRACT development
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INTRODUCTION | ABSTRACT Development
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INTRODUCTION | ABSTRACT Standard II
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INTRODUCTION | ABSTRACT Theme III:
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RESPONSE TO 2000 RECOMMENDATIONS
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2000 RESPONSE Over 70 percent agree
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2000 RESPONSE One of the services c
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2000 RESPONSE 2000 | Standard 3: In
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2000 RESPONSE 2000 | Standard 7: Fa
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2000 RESPONSE 2000 | Standard 10: G
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STANDARD I: Institutional Mission &
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STANDARD I II. Standards I.A & I.B
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STANDARD I objectives. In addition,
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STANDARD I Alemany Campuses offer e
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STANDARD I its effectiveness in mee
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STANDARD I IV. References Ref. 1 Re
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STANDARD II: Student Learning Progr
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STANDARD II.A I. Overview of the St
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STANDARD II.A program develops a se
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STANDARD II.A College Curriculum Co
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STANDARD II.A course content, and i
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STANDARD II.A The Intensive English
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STANDARD II.A Committee is the main
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STANDARD II.A some departments (e.g
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STANDARD II.A Most departments repo
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STANDARD II.A II.A.3.b. A capabilit
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STANDARD II.A Other institution-wid
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STANDARD II.A The Transfer Center p
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STANDARD II.A expounds the principl
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STANDARD II.A provide students with
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STANDARD II.A Ref. 26 Ref. 27 Ref.
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STANDARD II.B I. Overview of the St
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STANDARD II.B promotes departmental
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STANDARD II.B Many special programs
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STANDARD II.B Professional developm
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STANDARD II.B Students no longer ne
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STANDARD II.B III. Strengths & Area
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STANDARD II.B IV. References Ref. 1
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STANDARD II.C I. Overview of the St
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STANDARD II.C Resources building. C
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STANDARD II.C combined with qualita
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STANDARD II.C equipment line item t
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STANDARD II.C Moreover, annual stud
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STANDARD II.C 3. There is significa
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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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Page 221 and 222: STANDARD IV Leadership & Governence
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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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