City College of San Francisco - California Competes

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THEME V The College has a variety of organizational means to identify and make student learning outcomes public. The Office of Instruction and the College Curriculum Committee determined last year that the course objectives section of each course outline clearly spells out intended student learning outcomes for the course, and that section is now labeled “Major Learning Outcomes.” The Office of Instruction and the College Curriculum Committee developed a Technical Review process several years ago to provide departments with a means of getting assistance in course outline development, including how to align the objectives, content, and evaluation sections of the outline. This process gives course outline developers the opportunity to consult with the Dean of Instruction, Curriculum/Tenure Review or with the chair of the College Curriculum Committee before submitting the outline to the Curriculum Committee. In addition, the Office of Instruction is now requesting that departments provide descriptions of major program outcomes that will be published in the Catalog. The Catalog is available online to the public and is for sale at College bookstores. The Office of Public Information and the College website provide information to the community about College programs. The research support to help identify student needs and learning outcomes is provided by the Office of Research, Planning and Grants. Departments maintain websites with information about their programs as well. The College has a variety of organizational means to provide programs to support student learning. The College’s departments are the main organizational means we have to provide instructional programs in both credit and noncredit. Additional instructional programs are offered by Contract Education. The College’s hiring procedures support the hiring of diverse, qualified faculty, administrators, and staff for programs that provide student learning. The Faculty Positions Allocation Committee (FPAC) invites departments to submit requests for replacement or new faculty positions each year. Departments must justify the need for the hiring. The Planning and Budgeting Council then determines which positions that have been approved by FPAC can be funded. For the past few years, most hiring has been to replace faculty who have retired, with very few new positions being funded. There is a close coordination between the planning and budgeting process and the College’s Strategic Priorities, as stated in the Strategic Plan. The College planning and budgeting processes are designed to provide a means for departments and schools to identify objectives and seek funding for their programs. Department Chairs submit objectives to deans, and the deans prepare Annual Plan Objectives reports. The objectives and the needs spelled out in the annual plan reports can then be used as justification for budget requests or requests that departments make for grant funding. The College has received a variety of grants through major support from the Office of Research, Planning and Grants, such as the Title III grant that supports the College’s efforts to improve programs and student support services for basic skills students, the Koret Grant that supports basic skills programs in the English and Math Departments, and several National Science Foundation Grants that support the Biotechnology Program, among others. The College provides opportunities for departments to request block grant funding, when available from the state, to fund equipment needs. The recent changes in counseling have been extensive and have improved services. The College has a great variety of student retention/success programs to support student learning, as well as services and resources provided by the Library and Learning Resources programs The College provides student computer labs as technology resources to support student learning. After a few years of zero funding, very limited funding for professional development activities was available to faculty in 2004–05 through the Academic Senate. The Secretary’s Commission on Achieving Necessary Skills (SCANS) Project is an example of a professional development program that the College supports to improve faculty teaching. 314 CITY COLLEGE OF SAN FRANCISCO
THEME V The College supports programs’ facilities needs through its physical resources planning process, which is integrated with institutional planning. The planning and budgeting processes have led to capital improvement projects that are aligned with the Mission of the College. The Shared Governance System and the Board of Trustees both have a role in providing programs to support student learning. For example, the Board reviews and discusses reports related to improving student success and student learning. The Chancellor established the integrated planning and budgeting system and several years ago launched the Enhanced Self-Study process, which developed various proposals to implement programs that support student learning. The College’s Program Review process is the primary organizational means we have to evaluate the effectiveness of programs in producing student outcomes and to make improvements. The College’s Program Review process asks departments to review indicators of student success including completion rate, number of students that transition from basic skills to degree-applicable coursework, rates of transfer to four-year institutions, and number of students completing internships, among other data. Programs also have the opportunity to evaluate their strengths and weaknesses and make plans for the future. Faculty evaluations assess job performance in the areas of course content and classroom presentation. Administrators are evaluated annually on their management skills and on management objectives, which are individually developed for each administrator. Similarly, department chairs are evaluated on an annual basis. The College has a variety of organizational means for evaluating student learning. The Office of Research, Planning and Grants produces a variety of reports and data that document student learning, retention, and success, such as the College Performance Indicators Report and data provided for Program Review reports. The Decision Support System, which was created several years ago by the Office of Research, Planning and Grants, provides easily accessible data on student success indicators, such as mean GPA, units successfully passed, transfer units successfully passed, and vocational units successfully passed. Various departments, such as Photography, English, and ESL, have developed assessments to measure the achievement of student learning outcomes for their courses/programs and use the results of these assessments to make program improvements. III. Case Studies Biological Sciences Department. The Biological Sciences Department offers courses in Anatomy, Anthropology, Biology, Biology of HIV, Biotechnology, Botany, Cell and Molecular Biology, Ecology and Field Biology, Human and Organismal Biology, Genetics, Microbiology, Nutrition, Physiology, and Zoology. The number of students it serves has steadily grown in the past few years from 2,285 in Fall 1998 to 3,129 in Fall 2003, and many courses, especially those serving Allied Health students, have had waiting lists of over 100 students in the past few years. The Department serves biology majors, a large percentage of non-majors satisfying general education requirements, and students who are taking courses that satisfy pre-requisites for Allied Health programs at CCSF, such as Nursing. Biology 9, the introductory human biology course, is the “breadwinner” for the department, with 17 lecture/lab sections as of Spring 2005. Recently added electives include courses in emerging diseases, marine biology, ecology laboratory, and a scientific illustration class. All courses offered have a lab component with the exception of Nutrition, Anthropology, HIV, and Emerging Diseases. The Department also offers Biology Seminars each semester, voluntarily organized in 1997 by the department chair at that time. These seminars, which are popular with students, faculty, and the public, host a variety of speakers and expose the audience to cutting-edge research in biological disciplines. The success of the series is in part due to the support of the Concert and CITY COLLEGE OF SAN FRANCISCO 315
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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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STANDARD IV III. Strengths & Areas
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STANDARD IV Ref. 27 Ref. 28 CCSF Te
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INTRODUCTION TO THE THEME ESSAYS In
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THEME TAB I THEME I
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THEME I I. Overview This essay prov
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THEME I College), and refined the M
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THEME I These findings called atten
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THEME I success (analyzing the prog
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THEME I methods for their participa
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THEME I Beyond Instruction: Additio
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THEME I V. Resources Res. 1 Res. 2
Page 257 and 258: THEME II: Student Learning Outcomes
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Page 263 and 264: THEME II Over half of the colleges
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Page 267 and 268: THEME II The English Department’s
Page 269 and 270: THEME II The responses to this inve
Page 271 and 272: THEME II While indirect measures ca
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Page 283 and 284: THEME III needs of both. As a resul
Page 285 and 286: THEME III At the Mission Campus, in
Page 287 and 288: THEME III V. Resources Res. 1 Liste
Page 289 and 290: THEME IV: Evaluation, Planning, & I
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Page 301 and 302: THEME IV Continuous improvement. Th
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Page 305 and 306: THEME TAB V THEME V
Page 307: THEME V I. Overview This essay illu
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Page 319 and 320: THEME V The College is committed to
Page 321 and 322: THEME TAB VI THEME VI
Page 323 and 324: THEME VI I. Overview Demonstrating
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Page 327 and 328: THEME VI of California. The service
Page 329 and 330: THEME VI Evaluation of the Shared G
Page 331 and 332: THEME VI The College’s weekly new
Page 333 and 334: THEME VI The College has a clear co
Page 335 and 336: THEME VI The College Diversity Comm
Page 337 and 338: THEME VI V. Resources Res. 1 Instit
Page 339 and 340: MAJOR FINDINGS
Page 341 and 342: MAJOR FINDINGS Teaching & Learning
Page 343: MAJOR FINDINGS 12. Expand efforts t
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