City College of San Francisco - California Competes

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THEME I One form of professional development will center on structured, interdisciplinary conversations using CCSF’s Reflective Teaching Project of its ESL and Transitional Studies Departments as a way to facilitate discussion. These conversations will provide a setting in which faculty and staff across disciplines can grapple with how to implement what they learn through all professional development experiences in the student learning environment. Participants will also receive encouragement to visit each others’ classrooms (both within and across disciplines) to provide feedback to each other and to learn from each other. All conversations and interactions will have the overall goal of improving student success in basic skills so that students can better advance to college-level courses. The faculty, Chancellor, Trustees, and the entire administration are committed to continue researching basic skills issues to document progress and identify areas for improvement, including organizational changes. The level of commitment to basic skills at CCSF is unusually high, and it arises from the College’s recognition that changes it makes now, when grounded in the analysis of data, will have effects far into the future for generations of students to come. CCSF administrators, faculty, and other staff dedicate significant energy and time to resolving issues related to basic skills. IV. Conclusion & Future Directions While the College has not solved the problem of basic skills, this essay has attempted to demonstrate that the College is committed to delivering high-quality education at all levels of the institution, using basic skills as an example. The choice of basic skills for the case study rests on the fact that issues relating to basic skills are not confined to the basic skills sequence. That is, students entering the basic skills sequence most often have the goal of continuing on to college-level work, whether to attain a certificate, degree, or transfer to a four-year institution. At the same time, some students who place into basic skills courses do not actually enroll in those courses, instead electing to enter college-level courses directly. To demonstrate a genuinely substantive commitment to high-quality education, the College must now tackle how issues relating to basic skills impact the entire curriculum at all levels and in all areas. Given these factors, the institution’s commitment to high-quality education is a commitment to addressing not just basic skills courses but basic skills students wherever they are in the institution—and addressing not just their cognitive needs but also their affective needs. Doing so will require that the College find ways to make resulting interventions and changes sustainable and far-reaching, without having to rely heavily on external funding as it has in the past. The College’s goals and objectives should embrace plans that highlight professional development (supporting the direction taken with the Carnegie/Hewlett grant); improved and new programs and services targeting basic skills students accompanied by efforts to raise awareness of available services (through greater communication and collaboration between counseling and instructional faculty to widen the range of student learning outcomes in both the cognitive and affective areas of student development); and the creation of administrative structures and departmental resources to synthesize and support basic skills College-wide. An emerging set of recommendations by the Basic Skills Subcommittee is, in fact, following this line of thought, the seeds of which are contained within the College’s Strategic Plan. 256 CITY COLLEGE OF SAN FRANCISCO
THEME I V. Resources Res. 1 Res. 2 CCSF Mission Statement MetLife Foundation Proposal Res. 3 Strategic Plan, 2003–2008 Res. 4 Res. 5 Res. 6 Res. 7 Res. 8 College Catalog CCSF Vision Statement College Performance Indicators Report Pre-Collegiate Basic Skills Accountability Report Enhanced Self-Study Report Res. 9 Koret Evaluation Reports, 2004–05 Res. 10 Reflective Teacher Project (City Currents article) CITY COLLEGE OF SAN FRANCISCO 257
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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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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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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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