City College of San Francisco - California Competes

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THEME III: College Dialog Promotes Institutional Improvements The institution engages in inclusive, informed, and intentional dialogue about institutional quality and improvement. All members of the college community should participate in this reflection and exchange about student achievement, student learning, and the effectiveness of its processes, policies, and organization. To ensure that dialogues are well informed, the college depends on reliable data—both quantitative and qualitative—that is responsive to important institutional issues, meaningfully interpreted, and broadly communicated. The institutional dialogue results in ongoing self-reflection, bringing improvements to college programs and services. CITY COLLEGE OF SAN FRANCISCO 279
THEME III I. Overview College dialogs at CCSF are many and occur at all levels of the organization and among all College constituencies. Meetings and discussions about institutional issues are pervasive, and the dialogs that occur are critical to institutional growth and change and address many sections of the WASC standards. Section II of this essay presents the institutional context—a description of the College’s Shared Governance System and brief descriptions of a sample of dialogs organized around four critical areas: (1) planning; (2) diversity and equity; (3) student success; and (4) teaching and learning. In reality there is often overlap between and among the dialogs that advance the programs and activities reflected by these broad areas. Section III provides fuller depictions of four representative and important case studies of dialogs originating from four different sources: students, faculty, administration, and campus/program sites. Section IV, “Conclusions and Future Directions,” comments on ways to improve the role of dialog across the District. The increase and ease of access to data, reports, and evidence have greatly informed and improved the quality and results of College dialogs. Thanks to the Office of Research, Planning and Grant’s development of the Decision Support System (DSS), any member of the College community can access a wealth of current and historical data and many reports that analyze student surveys and performance indicators. Other tools that facilitate dialog across the District are: email exchanges; listservs; City Currents, the College’s weekly newsletter; department/program newsletters; the various Shared Governance and other organizational committees and groups conducting regular meetings for the discussion of issues and plans; the Chancellor’s semi-annual presentations to the College community during FLEX days; the Chancellor’s Midsummer Report; and listening sessions for all stakeholder groups. Listening sessions have become a regular part of the review and analysis of major documents and initiatives. The College Shared Governance leaders responsible for developing a document or initiative engage in dialogs with interested members of the community who attend these sessions. The listening sessions, scheduled at various sites throughout the District, are widely publicized and are open to all faculty, students, staff, trustees, and San Francisco community residents. Three fairly recent examples were the listening sessions held prior to the final approval of the Strategic Plan 2003-2008; sessions conducted as part of the institution-wide review and evaluation of the College’s Shared Governance policies and procedures in 2004; and sessions scheduled at various locations in the District for reactions and comments to the current Self-Study report. The participants in the examples of dialogs selected for this essay have used some of the institutional data, as well as information and data they created by engaging in committee and group discussions with community members, advisory boards, students, faculty, and others. Most of these dialogs have focused on improving College services and operations to better support teaching and learning. II. Institutional Context The three-part College Shared Governance System (Collegial Governance System, College Advisory Systems, and Planning and Budgeting System) is the major conduit for formal institutional dialogs. It has been evaluated three times since its adoption and has been improved greatly over the years. The most recent and comprehensive evaluation contained several findings that relate to dialog. The online survey of 140 participants, of whom nearly two-thirds were full-time faculty and department chairs, found that 78 percent of the respondents reported that their experience with governance committees encourages honesty among the participants and 91 percent said that their opinions were usually or always respected (Evaluation of Shared Governance, 2004, p.25). CITY COLLEGE OF SAN FRANCISCO 281
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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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STANDARD III.D The College’s annu
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STANDARD III.D The College is self-
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STANDARD III.D All of California’
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STANDARD III.D The District receive
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STANDARD III.D College’s lead fin
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STANDARD III.D the highest level of
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STANDARD IV Leadership & Governence
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STANDARD IV I. Overview of the Stan
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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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Page 307 and 308: THEME V I. Overview This essay illu
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Page 321 and 322: THEME TAB VI THEME VI
Page 323 and 324: THEME VI I. Overview Demonstrating
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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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