City College of San Francisco - California Competes

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THEME II and student success in basic skills courses in the English, Mathematics, and ESL Departments as well as providing an analysis of the “value added” by a variety of retention and student success programs. While the findings of these reports are not the focus of this essay, the way the College used this information is central to this theme. The Chancellor had identified the improvement of basic skills outcomes as a primary goal of his tenure at the College from the time he assumed leadership in 1998. As the drafts of the Basic Skills Reports circulated among campus constituencies, it became clear that the College needed a more unified and coordinated effort to address student outcomes in basic skills. In Fall 2003, the dormant Basic Skills Subcommittee of the Academic Policies Committee was activated and took on the challenge of developing an institutional response to the coordination and collaboration of basic skills programs and services. At the time of this essay, Spring 2005, the Basic Skills Subcommittee was formulating a proposal that eventually will be submitted to the Academic Senate. In addition, external and District resources have been used to establish a number of other new initiatives to improve the effectiveness of instruction based on the findings of the Basic Skills Report (e.g., the Koret English and Math initiatives and Title III supplemental instruction in English, Math, and ESL). Long-term comprehensive assessments play an important role in formulating institutional policy and stimulating broad-based change, but every day classroom faculty, counselors, librarians, department chairs, and administrators are faced with practical decisions that have an impact on student learning outcomes. Information about scheduling effectiveness, student success rates in specific courses, and comparative data based on a host of demographic variables is essential to practical decision making that promotes student outcomes. Therefore, in 2001, the Office of Research, Planning and Grants initiated the development of the Decision Support System (DSS), an online data processing engine that provides any member of the College community—and members of the outside community who request access—instant statistical information on a wide variety of student characteristics, demand for and access to courses and sections, and various student success data. While the system certainly has its limitations, the ability of College faculty, staff, and administrators to have timely access to this information has begun to profoundly change the way the College makes day-to-day decisions. Institutional Efforts to Improve Student Learning Outcomes. The evolving institutional focus on student learning outcomes at the College has contributed to a broad range of initiatives designed to improve student learning. This essay can only present a few selected examples of these initiatives. Following the last accreditation review, the Chancellor’s Office and the Academic Senate launched an Enhanced Self- Study (ESS), an effort to examine factors promoting and inhibiting student success across five broad areas of CCSF programs and services: Pre-registration and Matriculation; Pre-Collegiate Learning; College-Level Learning; Enrollment Management Tools; and Student Outcomes. Over 170 faculty, staff, students, and administrators participated in five task forces that produced 38 recommendations, of which at least 11 directly addressed SLOs. Many of these recommendations have been implemented, some are in the process of implementation, and others are still under consideration or have been rejected. The visiting team report from the last accreditation review had urged the College to seriously consider the appropriateness of its written composition and mathematical reasoning graduation requirements. As a result of an ESS recommendation, the English graduation requirement has been raised. An independent task force was charged with reviewing the math requirement and making recommendations. Both of the new requirements have now been adopted through the Shared Governance process. In addition, the College has adopted an Information Competency graduation requirement, and a task force is currently working out the details of the implementation of this requirement, which is designed to assure a student’s ability to do research and manage information. 4 4 The Information Competency requirement was not part of the Enhanced Self-Study. Work on the requirement began before the ESS and final approval occurred during the 2003–04 academic year. CITY COLLEGE OF SAN FRANCISCO 263
THEME II City College of San Francisco also has a number of faculty development programs that help instructors improve students’ knowledge and skills in targeted areas. For example, the SCANS project (Secretary’s Commission on Achieving Necessary Skills) seeks to integrate workplace skills development with instruction across disciplines. The Asian Infusion Project conducted from 1999-2003 helped faculty infuse Asian perspectives into their curricula to increase students’ understanding of and sensitivity to cultural differences and similarities. In Fall 2003, the Multicultural Infusion Project (MIP) was initiated, using the model established by the Asian Infusion Project. MIP is designed to give faculty incentives, time, and resources to revamp their curricula and teaching methods to incorporate multicultural perspectives and to address the variety of learning styles found in CCSF’s extremely diverse student population. The MIP seeks to develop a group of resource faculty who can assist larger numbers of faculty in developing their curricula and diversifying their instructional methodologies to improve student learning outcomes The College has also devoted significant human resources to the use of DACUM (Designing A CurriculUM) as a methodology for improving outcomes primarily in vocational programs; of particular note is the Automotive Department’s use of DACUM to strengthen its programs to meet the needs of industry. DACUM is a highly structured facilitation process designed to use “expert workers” to identify specific knowledge and skills required for success in a specific job as the basis for developing new, or revising existing, courses and programs to specifically address student abilities to perform these tasks. The resulting set of knowledge and skills readily translates into student learning outcomes and provides the basis for building a curriculum to provide students with the opportunity to master those learning outcomes. SLOs at the Course and Program Level. Any consideration of SLOs at the course and program level must start with the course outlines and program proposals. The Standard II Report clearly articulates the procedures of the College for the development and approval of courses and programs. An essential component of every course outline is the inclusion of measurable outcomes related to the course content. Similarly, program approval involves clearly stated rationales for the anticipated student outcomes of those programs. During the 2004-05 academic year, the College Curriculum Committee reviewed its course outline format in light of the new accreditation standards and determined that the “Course Objectives” serve to guide the “Major Learning Outcomes” for each course and modified the outline format accordingly. In addition, departments have been encouraged to develop program-learning outcomes to be published in the College Catalog, and 18 departments have developed those outcomes for the 2005-06 Catalog. However, the accreditation standards clearly establish that colleges not only clearly identify “student learning outcomes for courses, programs, certificates and degrees,” but also “assess student achievement of those outcomes” and use the “assessment results to make improvements.” The Standard II Report notes that this aspect of the SLOs at the course level has “been the subject of much discussion,” discussion which continues to this day. As a beginning step, the College hosted workshops by both the Accrediting Commission and the statewide Research and Planning Group for California Community Colleges that were designed to help the campus community fully understand the role of assessment in the new standards and the differences and similarities among the traditional forms of assessment (e.g., grading, major educational outcomes like graduation and transfer rates, etc.) and the assessments suggested by the new accreditation standards. An important step toward College-wide processes that address learning assessment and learning outcomes is the decision of the College's Program Review Committee (PRC) to add new language within the Program Review framework that enables instructional and student services programs, as well as administrative units, to describe plans and activities related to assessment of student learning outcomes for courses and/or programs. The PRC's language was approved by both the Department Chair Council and the Academic Senate during the Spring 2005 semester for implementation beginning in the 2005-06 academic year. 264 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
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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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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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Page 221 and 222: STANDARD IV Leadership & Governence
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Page 257 and 258: THEME II: Student Learning Outcomes
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Page 301 and 302: THEME IV Continuous improvement. Th
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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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