City College of San Francisco - California Competes

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THEME III to student needs, what seems to be needed is more institutional support to create mechanisms that promote broader-based dialogs about learning outcomes and assessment. Also needed are ways to increase participation by more members of the College community. The Office of Research, Planning and Grants generates many useful reports and data on student satisfaction, success, and achievement, but what is lacking are more opportunities for dialog and questioning by a larger number of constituents about what these reports and data suggest, or how they might guide institutional change. How might more opportunities for dialog become part of the institutional culture The suggestions below are offered for consideration. A thread running through several institutional dialogs relates to the need for more attention to professional development for all levels of staff. Some of the following ideas relate to professional development and its connection to increasing the opportunities and time for faculty to engage in dialog and self-growth, which in turn should contribute to institutional growth: • Explore the feasibility of returning to an “open-space”/college-hour time when no classes are held, so that discussions about research reports, data, and activities related to teaching and learning could be attended by more participants. • Dedicate a no-conflict time during FLEX days for workshops and dialogs on specific themes related to improving and assessing student learning. • Promote College-wide discourse about teaching and learning, perhaps through a Teaching and Learning Center. This center could house professional development materials on teaching and learning and support professional development opportunities. • Increase the use of technology to facilitate discussion and information-sharing directed at institutional improvement throughout the District (e.g., online communities using online threaded discussion boards, chat, and video-conferencing or streaming video presentation of best practices related to basic skills instruction or enriching teaching materials with multicultural learning opportunities). • Stimulate cross-disciplinary dialog to provide students with more integrative learning opportunities. For such a large and complex institution, the College has begun to develop and expand its ability to host significant and meaningful dialogs, a process that has increasingly begun to integrate essential information into the conversation. Through formal governance structures as well as informal structures, the College community has collectively engaged in the generation of ideas, the development of innovations, and the growth of collaborative relationships that often result in specific proposals to intensify teaching and learning across the District. Still, given the academic calendar, we struggle to find the time to devote ourselves to the task and need to continue to work at creating dedicated venues for the sharing of information and deepening of dialogs on specific topics, such as student learning and development. This challenge begs increased attention. 290 CITY COLLEGE OF SAN FRANCISCO
THEME III V. Resources Res. 1 Listening Sessions: Strategic Plan 2003–2008 Res. 2 Res. 3 Res. 4 Res. 5 Listening Sessions: 2006 Accreditation Self Study Shared Governance Evaluation document Student Services System Review Basic Skills Recommendations, May 2005 Draft Res. 6 Chancellor's Opening Day Address, Fall 2000 CITY COLLEGE OF SAN FRANCISCO 291
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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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STANDARD IV agreement was brought b
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STANDARD IV The College’s communi
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STANDARD IV The Board reviews, eval
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STANDARD IV or regulation to the co
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STANDARD IV The Chancellor establis
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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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City College of San Francisco - California Competes

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